All Faculty Publications

Higher Education
K-12 Education Policy
Educational Psychology
Teacher Education

Higher Education
- Shafiqa Ahmadi
  - Theory vs. Practice: Women’s Rights and Gender Equity in Afghanistan. (2016, The Journal of Gender Race & Justice and Transnational Law & Contemporary Problems Journal at the University of Iowa College of Law)
  - The Erosion of Civil Rights: Exploring the Effects of the Patriot Act on Muslims in American Higher Education, The; Ahmadi, Shafiqa
  - Perceptions and Experiences of Muslim Women Who Veil on College Campuses, (collaborative work, 2003, Journal of College Student Development)
  - Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences (collaborative work, 2010, Journal of Higher Education)
- Lloyd Armstrong Jr.
  - Competing in the global higher education marketplace: Outsourcing, twinning, and franchising, in Strategic Financial Challenges for Higher Education: How to Achieve Quality, Accountability, and Innovation: New Directions for Higher Education, No. 140, eds. Lapovsky, Lucie, and Klinger, Donna (Jossey - Bass, 2008)
  - Globalization and Higher Education. The Navigator, 6 (1) Fall 2006. USC Center for Higher Education Policy Analysis
  - Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment, with Douglas Becker . 2004 Pullias Lecture, USC Center for Higher Education Policy Analysis
  - A New Game in Town: Competitive Higher Education, in Digital Academe: The New Media and Institutions of Higher Education and Learning, eds. Dutton, William H. and Loader, Brian D. Chapter 6. (Routledge, 2002); also in Information, Communication & Society, 4, 479 ( 2001)
  - Distance Learning: An Academic Leader’s Perspective on a Disruptive Product, Change, November/December, 32,20 (2000).
  - Distance Learning: Challenges and Questions
- Estela Mara Bensimon
- Darnell Cole
  - REFEREED JOURNAL ARTICLES (co-author with students~)
    
    Cole, D., Kitchen, J. A., & Kezar, A. (2018). Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design. Research in Higher Education, 1-22.
    
    ~ Gehrke, S., & Cole, D. (2017). A Multi-Level Examination of the Relationship Between Student-Centered Faculty Teaching Culture and Spiritual Development in College. Journal of College and Character, 18(4), 225-245.
    
    ~Zhou, J., & Cole, D. (2017). Comparing international and American students: involvement in college life and overall satisfaction. Higher Education, 73(5), 655-672.
    
    ~Zhou, J., & Cole, D. (2016). Learning and Academic Self-Concept: Comparing International and American Students. Campus Support Services, Programs, and Policies for International Students, 77.
    
    ~Castellanos, M., & Cole, D. (2015). Disentangling the Impact of Diversity Courses: Examining the Influence of Diversity Course Content on Students' Civic Engagement. Journal of College Student Development, 56(8), 794-811.
    
    ~Cole, D., & Zhou, J. (2014). Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking. The Journal of General Education, 63(1), 15-34.
    
    ~Cole, D., & Zhou, J. (2014). Do diversity experiences help college students become more civically minded? Applying Banks’ multicultural education framework. Innovative Higher Education, 39(2), 109-121.
    
    Cole, D., & Griffin, K. A. (2013). Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty. In Higher Education: Handbook of Theory and Research (pp. 561-611). Springer Netherlands.
    
    Cole, D. (2011). Debunking Anti-intellectualism: An examination of African American Students' Intellectual Self-Concept. Review of Higher Education, 34(2), 259-282.
    
    ~Scholly, K., Katz, A. Cole, D., & Heck, R. (2010). Examining the Antecedents and Consequences of College Students’ High-Risk Sexual Health Behaviors. Journal of American College Health, 25(4), 176-185.
    
    Cole, D. (2010). The Role of Faculty Contact on Minority Students’ Educational Gains. Journal of the Professoriate, http://jotp.icbche.org/.
    
    Cole, D. (2010). The Effects of Student-Faculty Interactions on Minority Students’ College Grades: Differences between Aggregated and Disaggregated Data. Journal of the Professoriate, http://jotp.icbche.org/.
    
    Cole, D. & Ahmadi, S. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences. Journal of Higher Education, 81(2), 121-139.
    
    ~Cole, D. & Espinoza, A. (2009). When Gender is Considered: Racial ethnic minority students in STEM majors. Journal of Women and Minorities in Science and Engineering, 15, 263-277
    
    Cole, D. (2008). Constructive Criticism: The Role of Faculty Feedback on African American and Hispanic Students’ Educational Gains. Journal of College Student Development, 49(6), 587-605.
    
    ~Cole, D. & Espinoza, A. (2008). Improving the Academic Performance of Latinos in STEM Majors. Journal of College Student Development, 49(4), 285-300.
    
    Cole, D. (2007). Do Interracial Interactions Matter?: An examination of Student Faculty Contact and Intellectual Self-concept. Journal of Higher Education, 78(3), 248-272.
    
    ~Orsuwan, M. & Cole, D. (2007). The moderating effects of race/ethnicity on the experience of Asian American and Pacific Islander community college students. Asian American Policy Review, 16, 61-86.
    
    Burkard, A., Cole, D., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A delphi study. NASPA Journal, 42(3), http://publications.naspa.org/naspajournal/vol42/iss3/art2 .
    
    Cole, D., Bennett, C. & Thompson, J. (2003). Teacher education in a collaborative multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White University. Journal of Classroom Interaction, 38(1), 17-28.
    
    Cole, D., & Ahmadi, S. (2003). Perceptions and experiences of Muslim women who veil on college campuses. Journal of College Student Development, 44(1), 47-66.
    
    Jones, L., Castellanos, J., & Cole, D. (2002). Examining the Ethnic/Minority Student Experience at Predominantly White Institutions: A Case Study. Journal of Hispanic Higher Education, 1(1), 19-39. [Note: The orders of names are incorrectly listed and actually should have been Castellanos, J., Cole, D., & Jones, L.].
    
    Anaya, G., & Cole, D. (2001). Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades. Journal of College Student Development, 42(1), 3-14.
    
    Bennett, C., Cole D., & Thompson, J. (2000). Preparing teachers of color at a predominantly White university: A case study of project TEAM. Teaching and Teacher Education, 16(4), 445-64.
    
    Cole, D., Sugioka, H., & Yamagata-Lynch, L. (1999). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33(4), 277-293.
    
    Cole, D. (1995). Cost and quality in higher education: Finding the balance. Journal of the Indiana University Student Personnel Association, 2, 11-14.
- Zoë Corwin
  - Corwin, Z.B. & Tichavakunda, A.A. (2018) Facilitating access: The role of digital empowerment agents. In W.G. Tierney, Z.B. Corwin & A. Ochsner (Eds.) Digital equity and educational opportunity. Baltimore: MD: John Hopkins Press.
  - Tierney, W.G., Corwin, Z.B, & Ochsner, A.(Eds.) (2018). Diversifying Digital Learning: Online Literacy and Educational Opportunity. Baltimore: MD: John Hopkins Press.
  - Tierney, W. G., Corwin, Z. B., Fullerton, T. & Ragusa, G., (Eds.). (2017). Postsecondary play: The role of games and social media in higher education. Baltimore: MD: John Hopkins Press.
  - Ochsner, A. & Corwin, Z.B. (2017). Implementing game‐based tools: Exploring the
    
    roles of a teacher maverick, administrative champion, and IT pioneer. Educational Technology Magazine, 57(2), 44-49.
  - Corwin, Z. B. (2014). The paper trail of Lily Salazar. In W. G. Tierney & J. E. Colyar (Eds.), High School Students and the Challenge of Access: Many Routes, Difficult Paths. NY: Peter Lang.
  - Tierney, W. G. & Corwin, Z. B. (2007).The tensions between academic freedom and institutional review boards. Qualitative Inquiry.
  - Tierney, W. G., Corwin, Z. B., & Colyar, J. E. (Eds.). (2004). Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.
  - Corwin, Z.B, Colyar, J.E., & Tierney, W.G. (2004). Engaging research and practice: Extracurricular and curricular influences on college access. In W.G. Tierney, Z. B. Corwin, & J. E. Colyar (Eds.), Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.
  - Corwin, Z. B., Venegas, K. M., Oliverez, P. M., & Colyar, J. E. (2004, July). School counsel: How appropriate guidance affects educational equity. Urban Education, 39 (4), 442- 457.
- Charles H.F. Davis III
- Michael Diamond
  - Books
  - Intermediate Accounting: Financial Reporting and Analysis, 2nd Edition Houghton Mifflin Co. with Curt Norton and Don Pagach, (January 2006).
  - Intermediate Accounting: Financial Reporting and Analysis, Houghton Mifflin Co. with Curt Norton and Don Pagach, (February 2005).
  - Financial Accounting: Reporting and Analysis, 6th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (February 2003).
  - Financial Accounting: Reporting and Analysis, 5th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (July 1999).
  - Monographs
  - Academic Leadership: Turning Vision into Reality , with Michael R. Moore, Ernst & Young Foundation (October 2000).
  - The Challenge of Change in Business Education , with Michael R. Moore, Ernst & Young Foundation (November 1996).
  - Articles
  - "How Prepared are America’s Colleges and Universities for Major Crises?” with Ian Mitroff and Murat Alpasan, Change Magazine, ( January/February 2006)
  - “Accounting Education, Research and Pract ice: After Enron Where Do We Go?” European Accounting Review (July 2005)
  - “Academic Scorecard,”Change Magazine, with Harold F. O’Neill, Jr., Estela Maria Bensimon, and Michael R. Moore, (November/December 1999).
- Shaun R. Harper
- Adrian H. Huerta
  - Huerta, A. H., & Rios-Aguilar, C. (in press). “Treat a cop like they are God”: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education.
  - Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). Employing a developmental perspective to examine how young men of color construct a college-going identity. Urban Review, DOI: 10.1007/s11256-018-0466-9
  - Howard, T.C., Woodward, B., Navarro, O., Haro, B., Watson, K., & Huerta, A. H. (in press, 2019). Renaming the narrative, reclaiming their humanity: Black and Latino males descriptions of success. Teachers College Record.
  - Martinez, E., & Huerta, A. H. (2018). Deferred enrollment: Chicano/Latino males, social mobility and military enlistment. Education & Urban Society, DOI: 10.1177/0013124518785021
  - Estrada, J. N., Huerta, A. H., Hernandez, E., Hernandez, R., & Kim, S. (2018). Socio-ecological risk and protective factors for youth gang involvement. In H. Shapiro and associates (Eds.), The Handbook of Violence in Education: Forms, Factors, and Preventions. Hoboken, NJ: Wiley-Blackwell.
  - Garcia, G., Huerta, A. H., Ramirez, J. J., & Patron, O. E. (2017). Contexts that matter to the leadership development of Latino male college students: A mixed-methods perspective. Journal of College Student Development, 58(1), 1-18.
  - Howard, T. C., & Associates (2017). The counter narrative: Reframing success of high achieving Black and Latino males in Los Angeles County. University of California, Los Angeles: UCLA Black Male Institute.
  - Giraldo, L. G., Huerta, A. H., & Solórzano, D. G. (2017). From incarceration to community college: Funds of knowledge, community cultural wealth, and critical race theory. In C. Rios-Aguilar & J. M. Kiyama (Eds.), Funds of Knowledge in Higher Education: Honoring Students’ Cultural Experiences and Resources as Strengths (pp. 48-65). New York: Routledge.
  - Santos, J. L., Roth, K., & Huerta, A. H., & Ritter, Z. (2015). Technology and improving learning outcomes: A discussion of policy, costs and access. In R. T. Teranishi, L. Bordoloi Pazich, M. Knobel, & W. R. Allen (Eds.), Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification. U.K.: Emerald Group Publishing.
  - Huerta, A. H. (2015). “I didn’t want my life to be like that”: Gangs, college, or the military for Latino male high school students. Journal of Latino/Latin American Studies, 7(2), 156-167.
  - Huerta, A. H. (2015). The role of counselors in facilitating college opportunities for marginalized student populations. In J. D. Mathis, R. M. Rall & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (pp. 276-289). Arlington, VA: NACAC.
  - Huerta, A. H., & Fishman, S. M. (2014). Marginality and mattering: Urban Latino male undergraduates in higher education. Journal of The First-Year Experience & Students in Transition, 26(1), 85 -100.
  - Sanchez, S. M., Huerta, A. H., & Venegas, K. M. (2012). Latino males and college preparation programs: Examples of increased access. Metropolitan Universities, 22(3), 27-45.
  - Venegas, K. M., & Huerta, A. H. (2010). Urban ethnography: Approaches, perspectives and challenges. In M. Savin-Baden & C. H. Major (Eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 154-161). New York: Taylor Francis.
- Adrianna Kezar
  - Books
  - Kezar, A. & Maxey, D. (forthcoming 2016). The Faculty for the 21st century: Moving to a mission-oriented and learner-centered faculty model. New Jersey: Rutgers Press.
  - Kezar, A. (2014). How change works in higher education. New York: Routledge.
  - Kezar, A. (2013). How colleges change. New York: Routledge.
  - Kezar, A. (Ed.). (2012). Embracing non-tenure track faculty: Changing campuses for the new faculty majority. New York: Routledge.
  - Kezar, A. & Lester, J. (2011). Enhancing campus capacity for leadership: An Examination of grassroots leaders. Stanford Press.
  - Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. New York: Routledge.
  - Kezar, A & Lester, J. (2009). Organizing for collaboration in higher education: A guide for campus leaders. Jossey Bass Press.
  - Kezar, A. (Ed.). (2009). Rethinking leadership practices in a complex, multicultural and global environment. Stylus Press
  - Kezar, A., Chambers, T., & Burkhardt, J. (Eds.). (2005). Higher education for the public good: Emerging voices from a national movement. San Francisco: Jossey-Bass.
  - Eckel, P., & Kezar, A. (2003). Taking the reins: Institutional transformation in higher education. Phoenix, AZ: ACE-ORYX Press.
  - Monographs
  - Bernstein, S. & Kezar, A. (forthcoming). Intellectual Property, Faculty Rights, and the Public Good. New Directions for Higher Education. Number. San Francisco: Jossey-Bass.
  - Kezar, A. & Sam. C. (2010). Understanding the new majority: Contingent faculty in higher education. Volume. I ASHE Higher Education Report Series. San Francisco: Jossey Bass.
  - Kezar, A. & Sam. C. (2010). Understanding the new majority: Contingent faculty in higher education. Volume II. ASHE Higher Education Report Series. San Francisco: Jossey Bass.
  - Kezar, A., & Carducci, R & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership. San Francisco: Jossey-Bass.
  - Kezar, A. (Ed.). (2005). Higher education as a learning organization: Promising concepts and approaches. New Directions for Higher Education. Number 131/Fall. San Francisco: Jossey-Bass.
  - Kezar, A., Hirsch, D., & Burack, K. (Eds.). (2002). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. New Directions for Higher Education. Number 116/Winter. San Francisco: Jossey-Bass.
  - Kezar, A. (2002). Reconstructing exclusive and static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 3(3), 94-109.
  - Kezar, A. (2001). Understanding and facilitating organizational change in the 21st Century: Recent research and conceptualizations. Washington, D.C.: ASHE-ERIC Higher Education Reports.
  - Kezar, A,. & Eckel, P. (Eds.). (2000). Moving beyond the gap between research and practice in higher education. New Directions for Higher Education. Number 110/Summer. San Francisco: Jossey-Bass.
  - Toma, D., & Kezar, A. (Eds.). (1999). The collegiate ideal: The current state and future prospects of the idea of campus. New Directions for Higher Education. Number 105/Spring. San Francisco: Jossey-Bass
  - Articles in Refereed Journals
  - Kezar, A. & Gehrke, S. (in review). Lasting STEM reform: Sustaining non-organizationally located communities of practice focused on STEM reform. Journal of higher education.
  - Kezar, A. Gehrke, S., & Bernstein, S. (in review). Designing for success in STEM communities of practice: Philosophy and personal interactions. Review of higher education.
  - Kezar, A. & Gehrke, S. (in review). Communities of transformation: Creating changes to deeply entrenched issues. International journal of qualitative education research.
  - Kezar, A. & Gehrke, S. (in review). Strategies for achieving scale within communities of practice aimed at pedagogical reform in higher education. Teachers College Record
  - Lester, J., Kezar, A. & Bernstein, S. (in review). Leadership within communities of practice: Strategies for distributing leadership and challenges. Journal of the professoriate.
  - Gehrke, S. & Kezar, A. (in review). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. AERA Journal.
  - Gehrke, S. & Kezar, A. (in review). Perceived individual benefits related to STEM Reform associated with engagement in and design of undergraduate faculty communities of practice. Research in higher education.
  - Elrod, S. & Kezar, A. (in review). The Keck/PKAL Scientific Framework for strategic change in STEM education.
  - Gehrke, S. & Kezar, A. (in press). The benefits of STEM reform through communities of transformation. Change.
  - Kezar, A. & Gehrke, S. (in press). Exploring deans’ decision-making process in hiring at four-year institutions: Exploring a model of pressures, values, and organizational processes. Journal of Higher Education.
  - Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change: Hidden barriers to change on college campuses. Review of Higher Education.
  - Maxey, D. & Kezar, A. (2015). Improving education research through the Delphi method. Education Policy. June 1, 2015, doi: 10.1177/0895904815586856
  - Gehrke, S. & Kezar, A. (2015). Unbundling the faculty role: A historical, theoretical and empirical review. In Higher Education: Handbook of Theory and Research (pp. 93-150). Springer International Publishing.
  - Kezar, A. & Maxey, D. (2015). Delphi Process: An untapped form of participatory research. Journal of Social Science Research Methods, 1-18.
  - Maxey, D. & Kezar, A (2015). Understanding the shift to a largely non-tenure track faculty. Journal of Higher Education. 86.4 (2015): 564-594
  - Kezar, A. & Maxey, D. (2014). Faculty matter: So why doesn’t anyone think so? Thought and Action. 30, 29-44.
  - Kezar, A & Maxey, D. (2014). Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Non-Tenure-Track Faculty and the Changing Professoriate. Teacher’s College Record. 116(10), on-line so no page numbers.
  - Kezar, A., & Maxey, D. (2014). Troubling ethical lapses: The treatment of contingent faculty. Change, 46(4), 34-37.
  - Gehrke, S. J., & Kezar, A. (2014). Supporting non-tenure-track faculty at four-year colleges and universities: A national study of deans’ values and decisions. Educational Policy. Advanced online publication. doi: 10.1177/0895904814531651
  - Kezar, A. & Lester, J. (2014). Building STEM faculty leaders on campus. Journal of Leadership Studies, 8(1), 57-62.
  - Elrod, S. & Kezar, A. (2014). Developing leadership in STEM fields: The PKAL summer leadership institute. Journal of Leadership Studies, 8(1), 33-39.
  - Kezar, A. & Gehrke, S. (2014). Why are we hiring so many non-tenure-track faculty? Liberal Education, 100(1), 44-51.
  - Kezar, A. (2014). Higher Education Change and Social Networks: A Review of Research. The Journal of Higher Education, 85(1), 91-125.
  - Kezar, A. & Maxey, D. (2013). Change requires discipline: How faculty members working through disciplinary associations can create a better future for the professoriate. Academe, 99(5) (no page numbers, electronic journal).
  - Kezar, A. (2013). Non-tenure-track faculty’s social construction of a supportive work environment. Teachers College Record, 115(12), on line, no page numbers.
  - Kezar, A. & Gehrke, S. (2013, August/September). Supporting the new faculty majority: Perspectives from a national study of deans. Peer Review.
  - Kezar, A. & Gehrke, S. (2013). Why are we hiring so many non-tenure-track faculty? Liberal Education.
  - Kezar, A. & Maxey, D. (2013, May/June). The Necessity of Trustee Leadership to Address the Changing Faculty. Trusteeship, 12-15.
  - Kezar, A. (2013). Comparing supportive and unsupportive departments for non-tenure track faculty: Impact on willing, capacity and opportunity to perform. Research in Higher Education, 54(5), 571-598.
  - Shahjahan, R. & Kezar, A. (2013). Beyond the “National Container”: Addressing Methodological Nationalism in Higher Education Research. Educational Researcher, 42, 20-28.
  - Kezar, A. (2013). Four cultures of the new academy: Support for non-tenure track faculty. Journal of Higher Education, Volume 84, Issue 2, 153-158.
  - Kezar, A. & Sam, C. (2013). Institutionalizing equitable policies and practices for contingent faculty. Journal of Higher Education, 84(1), 56-87.
  - Kezar, A. (2012). Understanding sensemaking in transformational change processes from the bottom up. Studies in Higher Education, 65, 761-780.
  - Kezar, A. & Sam, C. (2012). Governance as a catalyst for change: Creating a contingent faculty friendly academy. Educational Policy, 24, 500-533.
  - Kezar, A. (2012). Bridging the great divide: Campus ideals for faculty and non-tenure track faculty realities. Change, 44(6) 6-14.
  - Kezar, A., Hartley, M. & Maxey, D. (2012). Increasing civic engagement on college campuses: The missing role of shared governance. Liberal Education, 98(3), on-line no page numbers.
  - Kezar, A. (2012). Organizational conditions that shape the implementation of student learning outcomes assessment. Innovative Higher Education.
  - Lester, J. & Kezar, A. (2012). The formation and strategies of grassroots leadership teams. Innovative Higher Education, (37)2, 105-124.
  - Kezar, A. (January, 2012). The path to pedagogical reform in the Sciences: Engaging social movement and mutual adaptation models of change. Liberal Education, (98)1, 14-19.
  - Kezar, A. & Elrod, S. (February, 2012). How campuses can facilitate interdisciplinary learning: Leadership lessons from Project Kaleidoscope’s national initiative. Change, 13-21.
  - Kezar, A. & Sam, C. (2011). New Theories for conceptualizing contingent faculty. American Behavioral Scientist, 55(11), 1419-1442.
  - Kezar, A. (2011). Faculty and staff grassroots leader’s beliefs about power: Do their beliefs affect their strategies and effectiveness? International Journal of Leadership Studies, 6(1), 84-103.
  - Kezar, A. & Dee. J. (2011). Conducting paradigm-crossing analyses of higher education organizations: Transforming the study of colleges and universities. Higher Education Handbook, 26, 265-315.
  - Kezar, A. (2011). Leading bottom up change: Encounters with power and oppression. International Journal of Qualitative Studies in Education, 24(4), 1-31.
  - Kezar, A. (2011). What is the best way to achieve reach of improved practices in education. Innovative Higher Education, 36(11), 235-249.
  - Kezar, A., Gallant, T., Lester, J. (2011). Everyday people making a difference on college campuses: The tempered grassroots leadership strategies of faculty and staff. Studies in Higher Education, 36(2), 129-151.
  - Kezar, A. (2010). Faculty and staff partnering with student activists: Unexplored terrains of interaction and development. Journal of College Student Development, 51(5), 451-480.
  - Kezar, A. (2010). Culture clashes and their impact on partnering between community agencies and postsecondary institutions to help low income students attend college. Education and Urban Society, 1-39.
  - Reille. A & Kezar, A. (2010). Balancing the pros and cons of community college “Grow your own leadership programs. Community College Review, 38(1), 59-81.
  - Kezar, A. & Lester, J. (2010). Breaking the barriers of essentialism in leadership research: Positionality as a promising practice. Feminist formations, 22(1), 163-185.
  - Kezar, A. & Lester, J. (2009). Supporting faculty grassroots leadership. Research in Higher Education, (50), 715-740.
  - Kezar, A., Lester, J, & Yang, H. (2010). Financial education: A missing piece in student learning, About Campus, 20-28.
  - Kezar, A., Lester, J. & Yang, H. (2009). Non-profits partnering with postsecondary institutions to increase low-income student access. Educational Policy,24(3), 500-533.
  - Kezar, A. (2009, November/December). Unexplored Terrain: Is too much change happening in higher education? Change, 35-45.
  - Kezar, A. & Lester, J. (2009, March/April). The importance of external influences in the promotion of grassroots change in higher education: The promise of virtual networks. Change, 45-51.
  - Kezar, A. & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, (11)4, 379-405.
  - Kezar, A. (2008). Is there a way out? Examining the commercialization of higher education. Journal of Higher Education, 79(4) 473-482.
  - Kezar, A, (2008). Understanding leadership strategies for addressing the politics of diversity. The Journal of Higher Education. 79(4), 406-441.
  - Kezar, A., Eckel, P., Contreras-McGavin, M. & Quaye, S. (2008). Creating a web of support: An important leadership strategy for advancing campus diversity. Higher Education, 69-92
  - Kezar, A.& Lester, J. (2008). Leadership in a divided world of feminism. Journal of Women in Higher Education, 1(1), 49-73.
  - Kezar, A., Lester, J. Glenn, W., & Nokamato, J. (2008). Examining contextual features that affect implementation of equity initiatives. Journal of Higher Education. 79(2), 125–159.
  - Kezar, A. (2007). Tools for a time and place: Phased leadership strategies for advancing campus diversity. Review of Higher Education, 30(4), 413-439.
  - Kezar, A. (2007). A tale of two cultures: Universities and schools working together. Metropolitan University Journal (18) 4, 28-47 .
  - Kezar, A., Lester, J., Carducci, R., Bertram Gallant, T., Contreras McGavin, M. (2007). Where are the faculty leaders? Liberal Education, 93(4), 14-21.
  - Kezar, A. (2007). Learning from and with students: College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-610.
  - Kezar, A. (2007). Successful student engagement: Aligning and fostering institutional ethos. About Campus, 3(6), 13-19.
  - Kezar, A. (2007, July/August). Learning to ensure the success for students of color: A systemic approach to effecting change. Change, 19-25.
  - Kezar, A. (2006). Rethinking public board performance: Results of a national study of public governing boards. The Journal of Higher Education. 77(6), 968-1008.
  - Kinzie, J., Magolda, P. Kezar, A., Kuh, G., Hinkle, S. Whitt, E. (2006). Methodological Challenges and Tensions in Multi-Investigator Multi-Institutional Research. Higher Education, June, electronic journal, no page numbers .
  - Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.
  - Kezar, A. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development 47(2), 149-171.
  - Kezar, A. (2006). To develop or not to develop theory: That is the question? Handbook of Higher Education Research, Vol. XXI, 283-344.
  - Kezar, A. & Carducci, R. (2006). Cultivating revolutionary educational leaders: Translating emerging theories into action. Journal of Leadership Development, 1(2), 1-46.
  - Kezar, A., Lester, J., & Anderson, G. (2006, Fall). Lacking courage, corporate sellout, not a real faculty member: Challenging stereotypes of non tenure track faculty that prevent effective governance. Thought and Action, 22, 121-132.
  - Kezar, A. (2006). The impact of institutional size on student engagement. NASPA Journal, 43(1), 87-114.
  - Kezar, A. (2005). Redesigning for collaboration with higher education institutions: An exploration into the developmental process. Research in Higher Education, 46(7), 831-860.
  - Kezar, A. (2005). Consequences of radical change in governance. The Journal of Higher Education, 76(6), 634-668.
  - Kezar, A. (2005). Moving from I to we: Re-organizing for collaboration in higher education. Change, 37(6), 50-57.
  - Kezar, A. (2004). Philosophy, leadership, and scholarship: Confucian contributions to a leadership debate. Leadership Review, 4, 110-131.
  - Kezar, A. (2004). Obtaining integrity?: Reviewing and examining the charter between higher education and society. The Review of Higher Education, 27(4), 429-459.
  - Kezar, A., & Eckel, P. (2004). Meeting today’s governance challenges: A synthesis of the literature and examination of a future research agenda. The Journal of Higher Education 75(4), 371-400.
  - Kezar, A. (2004). Wrestling with philosophy: Improving scholarship in higher education. The Journal of Higher Education, 75(1), 42-55
  - Kezar, A. (2003). Achieving student success: Strategies for creating partnerships between academic and student affairs. NASPA Journal, 41(1), 1-22.
  - Kezar, A. (2003). Elite interviews: Missing link to transforming power relations. Qualitative Inquiry, 9(3), 1-21
  - Kezar, A. (2003). Enhancing innovative partnerships: Creating a change model for academic and student affairs collaboration. Innovative Higher Education, 28(2), 137-156.
  - Eckel, P. & Kezar, A. (2003). Key strategies for making new institutional sense. Higher Education Policy, 16(1), 39-53.
  - Kezar, A. (2002). Expanding notions of leadership to capture pluralistic voices: Positionality theory in practice. Journal of College Student Development, 43(4), 558-578.
  - Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, inter-related strategies and balance. Research in Higher Education, 43(4), 295-328.
  - Kezar, A., & Eckel, P. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435-460.
  - Kezar, A. (2002). Assessing community service learning: Are we identifying the right outcomes? About Campus, 7(2), 4-20.
  - Kezar, A. (2002). Overcoming obstacles to change within urban institutions: The mobile framework and engaging institutional culture. Metropolitan Universities Journal, 13(2), 68-80.
  - Kezar, A. (2002). Becoming a pluralistic leader: Using case stories to transform beliefs. Metropolitan Universities Journal, 13(2), 95-104.
  - Kezar, A., & Rhoads, R. (2001). The dynamic tension of service learning: A philosophical perspective. The Journal of Higher Education, 72(2), 125-148.
  - Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154.
  - Kezar, A. (2001). Investigating organizational fit in a participatory leadership environment. Journal of Higher Education Policy and Management, 23(1), 85-102.
  - Kezar, A. (2000). Still trees without fruit?: Higher education research at the millennium. The Review of Higher Education, 23(4), 443-468.
  - Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and race/ethnicity. Journal of College Student Development, 41(1), 55-70.
  - Kezar, A. (2000). Pluralistic leadership: Incorporating diverse voices. Journal of Higher Education, 71(6), 722-743.
  - Kezar, A., & Gangone, L. (2000). Meeting the leadership challenges of the 21st Century: An evaluation of a national leadership institute. Initiatives, 59(4).
  - Retrieved June, 2001, from, http://www.nawe.org/journal/59.4/gangone.htm
  - Kezar, A. (2000). Pluralistic leadership: Bringing diverse voices to the table. About Campus, 5(3), 6-11.
  - Kezar, A. (2000). Pilot studies: Beginning the hermeneutic circle. Research in Higher Education, 41(3), 385-400.
  - Special Issue Editor for Journals
  - Kezar, A. (Ed). (2011). Contingent faculty in academy: Current challenges and prospects. American Behavioral Scientist, 55(11).
  - Kezar, A. (Ed.). (2009). Understanding the dynamics of grassroots leadership in postsecondary education. Journal of Change Management, 25(2).
  - Kezar, A. (Ed.). (2004). Critical methodological questions: Refining higher education research. The Journal of Higher Education, 75(1).
  - Kezar, A. (Ed.). (2002). Leadership in urban universities in the 21st century: Institutional change, accountability, and inclusiveness. Metropolitan Universities Journal, 13(2).
  - Kezar. A. & Elrod, S. (2014). Educating and developing STEM faculty leaders. Journal of Leadership Studies. 8(1).
- Sarah Klotz
  - “Before English Was Standard: A Call for Rhetorical Memory.” constellations: a cultural rhetorics publishing space. (Revise and Resubmit 2018).
  - “Impossible Rhetorics of Survivance at the Carlisle School, 1879-1883” College Composition and Communication. 69.2 (December 2017): 208-229.
  - Critical Biography for Andrea Lunsford and Lisa Ede. Teachers on the Edge: Conversations with Composition and Rhetoric Scholars. New York: Routledge, 2017.
  - “Gloria Anzaldúa’s Rhetoric of Ambiguity and Anti-Racist Teaching.” Co-author Carl Whithaus. Composition Studies 43.2 (Fall 2015): 72-91.
  - “The Red Man Has Left No Mark Here: Graves and Land Claim in the Cooperian Tradition.” ESQ: A Journal of the American Renaissance 60.3 (Summer 2014): 328-364.
  - “Black, White, and Yellow Fever: Contagious Race in The Mysteries of New Orleans." Mississippi Quarterly 65.2 (Spring 2012): 229-258.
  - “A Flight from Home: Gender and Nationality in Frances Osgood´s Early Career." Transatlantic Women: Nineteenth-Century American Women Writers in Great Britain and Europe. Bailey, Damon-Bach, and Lueck, ed. Durham: U of New Hampshire P, 2012. 3-20.
- Doug Lynch
  - Lynch, D. (2015) Lies About Learning Research. In Israelite, L., (Ed) More Lies About Learning: Leading Executives Separate Truth From Fiction. Alexandria, VA: ATD Press.
  - Lynch, D., City, E., Elmore, R. (2012). The Future Of Learning Is Not The Future Of Schooling. In Metha, J (Ed) The Futures Of School Reform, Harvard Education Press. Cambridge, Ma.
  - Lynch, D. (2012) Busted Learning Myths. CLO Magazine, February 14.
  - Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2012). Rethinking The Measurement Of Training And Development In The Professions: A Conceptual Model. In Wang, V (Ed) Vocational Education Technologies And Advances In Adult Learning: New Concepts. Igi Global, Hershey, Pa.
  - Lynch, D., Cody, S., Green, W. (2012). The Emperor Has No Clothes: Corporate Training Myths. In Bensoter, G. (Ed) Encyclopedia Of Human Resource Management, Critical And Emerging Issues In Human Resources (Volume 3). Hoboken, NJ.
  - Lynch, D. (2012) It's Time For New Ventures In Teacher Training. Ed Week, February 8.
  - Lynch,D. (2011) Will Big Employers Be Game Changers? Ed Week, May 19.
  - Lynch D. (Producer). A Safe Place To Play (Broadcast Dec. 2010). Philadelphia, Pa: WHYY-TV
  - Lynch D. (Producer). Freedom School (Broadcast Feb. 17, 2010). Philadelphia, Pa: WHYY-TV
  - Lynch D., Green, W., Thomas, C. (2010) Online Learning: An Examination Of Contexts In Corporate, Higher Education, And K-12 Environments. In Wang, V (Ed) Encyclopedia Of Information Communication Technologies And Adult Education. Igi Global, Hershey, Pa.
  - Lynch, D., & Worden, J. (2010) It’s All About The People. Phi Delta Kappan, November
  - Lynch D., Gottfried, M. (2010) The Role Of Educational Tools In Reform. In Hess, F (Ed) The Demand Side Of Education Reform. Harvard Education Press, Cambridge, Ma.
  - Lynch D., Mccorckle, K., Gottfried, M., Lasky, D. (2009) So What Do We Mean By A School Of The Future? In Hess, F (Ed) Microsoft’s School Of The Future. Harvard Education Press, Cambridge, Ma.
  - Lynch D., Green, W., Gottfried, M., Thomas, C. (2009) Do We Need A Non-Traditional Education Production Function For Non-Traditional Students? In Perna, L (Ed) Understanding The Meaning Of “Work” For Today’s Undergraduate. Sage Publications, New York, NY.
  - Lynch D., & O’Connor B. (2009) Partnerships Between Workplaces And Institutions. In Mallach M Et Al (Ed) The International Handbook Of Workplace Learning. Sage Publications, New York, NY.
  - Lynch, D. (2009) Standards Of Quality Assurance In International Non-Formal Education. In Strohschen G., (Ed) Handbook Of Blended Shore Education. Springer Publishing, Chicago, IL.
  - Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2009) The Training And Development Industry: How Can We Quantify Its Size? International Journal Of Adult Vocational Education And Technology
  - Koerner, M., Lynch, D., & Martin, S. (2008) “Why We Partner With Teach For America: Changing The Conversation.” Phi Delta Kappan, V89. N10
  - Lynch D. (2007) An Editorial: Where Is Talent Management In Higher Education? Inside Higher Education Views.
  - Lynch D., Sugrue, B., Rivera, R., & Betof, A. (2007) Learning Executive Profile. Alexandria, VA: American Society For Training & Development.
  - Lynch D. (2007). An Editorial: Invest In Workers To Improve The Bottom Line. Measurement, Evaluation & ROI News. Alexandria, Va. American Society For Training And Development.
  - Lynch, D., & Barger, M. (2006). Corporate-Higher Education Learning Initiatives: When Values Align. Continuing Higher Education Review. Cambridge, Ma: Harvard University Press.
  - Lynch, D., & Sugrue, B. (2006). Profiling A New Breed Of Learning Executive. Training & Development Magazine (T+D). Alexandria, VA: American Society For Training & Development.
  - Lynch, D. (2005). Initiating Higher Education Partnerships For Corporate Training. Hr Alert, Volume Viii. New York: Human Resources IQ.
  - Lynch, D. (2005). Success Versus Value: What Do We Mean By The Business Of Online Education? In J.C. Moore (Eds.) Elements Of Quality Online Education: Engaging Communities. New York: Alfred C. Sloan Foundation.
- Tatiana Melguizo
  - Recent Papers in Peer-Reviewed Journals
  - Melguizo, T., Kosiewicz, H., Prather, G., & Bos, H. (2014). How are community college students assessed and placed in developmental math? Grounding our understanding in reality. Journal of Higher Education.
  - Melguizo, T., & Wolniak, G. (2012). The earnings benefits of majoring in STEM fields among high achieving minority students. Research in Higher Education, 53(4), 383-405.
  - Melguizo, T., & Chung, A. (2012). College aid policy and competition for diversity. The Review of Higher Education, 35(3).
  - Melguizo, T. (2011). A review of the theories developed to describe the process of college persistence and attainment. In J.C. Smart (Ed.), Higher Education: Handbook of Theory and Research.
  - Melguizo, T., Kienzl, G., & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year rising juniors using propensity score matching methods. The Journal of Higher Education, 82(3), 265-291.
  - Melguizo, T., Bos, H., & Prather, G. (2011). Is developmental education helping community college students persist? A critical review of the literature. American Behavioral Scientist, 55(2), 173-184.
  - Melguizo, T., Sanchez, F.J., & Jaime, H. (2011). The association between financial aid availability and the college dropout rates in Colombia. Higher Education, 62(2), 231-247.
  - Melguizo, T. (2010). Are students of color more likely to graduate from college if they attend more selective institutions? Evidence from the first cohort of recipients and non-recipients of the Gates Millennium Scholarship (GMS) program. Educational Evaluation and Policy Analysis, 32, 230-248.
  - Ngo, F. & Melguizo, T. (forthcoming). How can placement policy improve math remediation outcomes? Evidence from experimentation in community colleges. Educational Evaluation and Policy Analysis.
  - Melguizo, T., Bos, H., Ngo, F., Mills, N., & Prather, G. (forthcoming). Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education.
  - Fong, K., Melguizo, T., & Prather, G. (2015). Increasing success rates in developmental math: The complementary role of individual and institutional characteristics. Research in Higher Education.
- Julie R. Posselt
  - Posselt, J., Porter, K., & Kamimura, A. (In press for August 2018). Organizational pathways toward gender equity in STEM. American Journal of Education.
  - Slay, K., Reyes, K., & Posselt, J. (In press for Summer 2018). Bait and switch? Representation, climate, and the tensions of diversity in graduate education. Review of Higher Education.
  - Posselt, J. R. (In press for August 2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and wellbeing. Journal of Higher Education.
  - Posselt, J. R. (In press for Summer 2018). Trust networks: A new perspective on pedigree and the ambiguities of admissions. Accepted in Review of Higher Education.
  - Posselt, J. (2018). Review of ‘The Diversity Bargain and other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities.’ Political Science Quarterly.
  - Posselt, J. (2018). Rigor and support in racialized learning environments: The case of graduate education. New Directions for Higher Education 181, 59-70.
  - Posselt, J. & Grodsky, E. (2017). Graduate education and social stratification. Annual Review of Sociology 43, 353-378.
  - McCallum, C., Posselt, J.R., & Lopez, E. (2017). Graduate school choice for African Americans: Relating the roles of family, fictive kin, faculty, & student affairs practitioners. In A. Mountford-Zimdars, & N. Harrison (Eds.). Access to higher education: Theoretical perspectives and contemporary challenges. New York: Routledge.
  - Posselt, J. R., Reyes, K. A., Slay, K., Kamimura, A., and Porter, K. (2017). Equity efforts as boundary work: How symbolic and social boundaries shape access and inclusion in graduate education. Accepted in Teachers College Record.
  - Posselt, J. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Cambridge, MA: Harvard University Press.
  - Eisenberg, D., Lipson, S., & Posselt, J. R. (2016). Promoting resilience and retention. New Directions in Student Services: College Student Mental Health. Vol.156.
  - Posselt, J. R., Lipson, S. K. (2016). Competitiveness and mental health in the college classroom: Variations across social identities and fields of study. Journal of College Student Development 57 (8), 973-989.
  - Jaquette, O., Curs, B., & Posselt, J.R. (2016). Tuition rich, mission poor: Nonresident enrollment and the changing racial and class composition of public research universities. Journal of Higher Education 87 (5), 635-673.
  - Posselt, J. R. (2015). Disciplinary logics in doctoral admissions: Understanding patterns of faculty evaluation. Journal of Higher Education 86 (6), 807-833.
  - Posselt, J. R. (2015). Applicant evaluation as admissions practice: A socio-cognitive framework of faculty judgment. International Handbook of Higher Education Admissions Policy. New York: Peter Lang Publishers.
  - Kamimura, A. P. & Posselt, J. R. (2015). The benefits of diversity for innovation in academic research. In L. R. Roberts, L. Wooten, & M. Davidson (Eds.) Positive Organizing in a Global Society: Understanding and Engaging Differences for Capacity Building and Inclusion. New York: Routledge.
  - Bielby, R., Posselt, J. R., Bastedo, M., & Jaquette, O. (2014). Why are women underrepresented in elite colleges and universities? A non-linear decomposition analysis. Research in Higher Education 55 (8), 735-760.
  - Posselt, J. R. (2014). Toward inclusive excellence in U.S. graduate education: Constructing merit and diversity in PhD admissions. American Journal of Education, 120(4), 481-514.
  - Posselt, J. R., Jaquette, O., Bielby, R. & Bastedo, M. (2012). Access without equity: Longitudinal analyses of institutional stratification by race and ethnicity, 1972-2004. American Educational Research Journal 49 (6), 1074-1111.
  - Posselt, J. R. & Black, K. R. (2012). Developing the research identities and aspirations of first-generation college students: Evidence from the McNair Scholars Program. International Journal of Researcher Development 3(1), 26-48.
  - Masse, J. C., Perez, R. J., Posselt, J. R. (2010). Revisiting college predisposition: Integrating sociological and psychological perspectives on inequality. Equity and Excellence in Education 43 (3), 279-293.
  - Posselt, J. R. (2009). The rise and fall of need-based grants: A critical review of presidential discourses on higher education. Higher Education: Handbook of Theory and Research, Volume 24, 183-226.
  - Posselt, J. R., & Black, K. R. (2007). Students to scholars: An undergraduate research curriculum facilitating graduate school enrollment. In Karutkis, K.K. and Elgren, T. (Eds). Designing, Implementing, and Sustaining a Research-Supportive Undergraduate Curriculum. Washington, DC: Council on Undergraduate Research.
  - Hess, D. & Posselt, J. R. (2002). How students experience and learn from the discussion of controversial public issues in secondary social studies. Journal of Curriculum and Supervision, 17(4), 283-314.
- Melora Sundt
  - Ferrario, K., Hyde, C., Martinez, B., Sundt, M. (2013). An honest account of the humbling experience of learning to teach online. In Teaching and Learning in the Digital World: Possibilities and Challenges. Learning Landscapes, 3, 85-96.
- Tracy Poon Tambascia
  - Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.
  - Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2015). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 ACPA-CASHE Monograph.
  - Hernandez, R. & Tambascia, T. P. (2015). Lifelong development: Undergraduate adult learners, advisement, and self-authorship. 2014 ACPA-CASHE Monograph.
  - Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2014). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 NASPA Annual Knowledge Community Conference Publication, 15-16.
  - Tambascia, T. P. (2010, Winter/Spring). Karaoke diplomacy. Futures in Urban Ed: USC Rossier School of Education Magazine, 17, 19.
  - Quaye, S. J., Tambascia, T. P., & Talesh, R. A. (2008). Engaging racial/ethnic minority students in predominantly white classroom environments. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 157-178,). New York, NY: Routledge.
  - Tambascia, T. P. (2007/2008). Negotiating racial conflict: The leadership role of the dean of students. Futures in Urban Ed: USC Rossier School of Education Magazine.
- William G. Tierney
  - Tierney, W. G., Corwin, Z. B., & Ochsner, A. (Eds.). (2018). Diversifying digital learning: Online literacy and educational opportunity. Baltimore, MD: Johns Hopkins University Press.
  - Tierney, W. G., & Ward, J.D. (Eds.). (2017). The role of state education policy in ensuring access, achievement, and attainment in higher education [Special issue]. American Behavioral Scientist, 61(14).
  - Tierney, W. G., & Lanford, M. (2016). Cultivating strategic innovation in higher education. New York, NY: TIAA-CREF Institute.
  - Tierney, W. G. (Ed.). (2015). Rethinking education and poverty. Baltimore, MD: The Johns Hopkins University Press.
  - Tierney, W. G., & Duncheon, J. C. (Eds.). (2015). The problem of college readiness. Albany, NY: SUNY Press
  - Tierney, W. G., Corwin, Z. B., Fullerton, T., & Ragusa, G., & (Eds.). (2014). Postsecondary play: The role of and social media in higher education. Baltimore, MD: The Johns Hopkins University Press.
  - Tierney, W. G., & Sablan, J. R. (Eds.). (2014). Examining college readiness. American Behavioral Scientist, 58(8).
  - Tierney, W. G. (2012). The conundrum of profit-making institutions in higher education. In Laura Perna (Ed.), Preparing today's students for tomorrow's jobs in metropolitan America. Philadelphia, PA: University of Pennsylvania Press.
  - Tierney, W. G. (2012). Regulating private for-profit higher education. International Higher Education, 69, 5–7.
  - Garcia, L. D., & Tierney, W. G. (2011). Undocumented immigrants in higher education: A preliminary analysis. Teachers College Record, 113, 2739–2776.
  - Findlay, Christopher, & Tierney, William G. (Eds.). (2010). Globalization and tertiary education in the Asia Pacific: The changing nature of a dynamic market. Singapore: World Scientific.
  - Hentschke, Guilbert C., Lechuga, Vicente M., & Tierney, William G. (Eds.). (2010). For-profit colleges and universities: Schools or businesses: Their markets, regulation, performance and place in higher education. Sterling, VA: Stylus Publishing LLC.
  - Tierney, William G. and Colyar Julia E. (Eds.). (2009). Urban high school students and the challenge of access: Many routes, difficult paths. (Revised ed.). New York, NY: Peter Lang.
  - Tierney, William G. & Hentschke, Guilbert C. (2007). New players, different game: Understanding the rise of for-profit colleges and universities. Baltimore, MD: Johns Hopkins University Press.
K-12 Education Policy
- Patricia Burch
  - Burch, P. and Miglani, N (2018). Tecchnocentrism and social fields in the India EdTech Movement: Formation, Reproduction, and Resistance. Journal of Education Policy, 33-5, 590-616.
  - Bingham, A. and Burch, P. (2018). Navigating Middle of the Road Reforms through Collaborative Community. Democracy and Education , 25(2), Article 1.
  - Burch, P., Good, A and Heinrich, C. (July 2015) Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K–12 Education  Educational Evaluation and Policy Analysis, first published online July 27, 2015.
  - Burch, P and Good, A. (2014). Equal Scrutiny: Privatization and Accountability in Digital Education. Cambridge, MA: Harvard Education Press.
  - Burch, P. & Heinrich, C.J. (2016). Mixed Methods for Policy Research and Program Evaluation. SAGE Publications, Inc.
  - Burch, P. (2009). Hidden Markets: The New Education Privatization. New York: Routledge. The Critical Social Thought Series.
  - *Spillane, J. & Burch, P. (2007). The institutional environment and instructional practice: Changing patterns of guidance and control in public education. In H.D. Meyer & B. Rowan (Eds.), The New Institutionalism in Education. (pp. 87-102). Albany: SUNY Press.
  - Burch, P. (2010). After the fall: Education contracting in the wake of the US and global financial crises. Journal of Education Policy. 26, 33-38.
  - Burch, P. (2010). The bigger picture: Institutional perspectives on interim assessment technologies. Peabody Journal of Education, 85(2), 147-162
  - Burch, P. (2007). The professionalization of instructional leadership in the United States: Competing values and current tensions. Journal of Education Policy, (22)2, 195-214.
  - Burch, P. (2007). Educational policy and practice from the perspective of institutional theory: Crafting a wider lens. Educational Researcher, 36(2), 84-95.
  - Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental educational services and NCLB: Policy assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.
  - Burch, P. (2006). The new educational privatization: Educational contracting and high stakes accountability. Teachers College Record, 108 (12), 2582-2610.
  - Burch, P., Donovan, J., & Steinberg M. (October 2006). The new landscape of educational privatization in the era of NCLB: Markets, supplemental education services and No Child Left Behind. Phi Delta Kappan, 88(2), 86-90.
  - Burch, P. & Spillane, J. (2005). How subjects matter in district office practice: Instructionally relevant policy in urban school district redesign. Journal of Educational Change, 6 (1), 51-76.
  - Burch, P. & Spillane, J. (2003, May). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103(5), 519-535.
  - Spillane, J., Diamond, J., Hallett, T., Halverson, R., & Burch, P. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731-762.
  - Policy Briefs
  - Understanding Supplementary Educational Services (SES): A Guide for Parents and Guardians
    Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum
    
    Comprendiendo los Servicios de Educación Suplementaria (SES): Un guía para padres y guardianes
    Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum
  - The Implementation and Effectiveness of Supplemental Educational Services
    A Review and Recommendations for Program Improvement
    Carolyn Heinrich, University of Texas-Austin; Patricia Burch, University of Wisconsin-Madison”
  - Equal Access to Quality in Federally Mandated Tutoring: Preliminary Findings of a Multisite Study of Supplemental Educational Services (SES)
    Authors: Patricia Burch, Carolyn Heinrich, Annalee Good, and Mary Stewart
- Karen Symms Gallagher
- Adam Kho
  - Zimmer, R., Henry, G. T. & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670-696.
  - Kho, A., Henry, G. T., Zimmer, R. & Pham, L. (2018). How has iZone Teacher Recruitment Affected the Performance of Other Schools? Tennessee Education Research Alliance.
  - Henry, G. T., Zimmer, R., Kho, A., & Pham, L. (2017). Recruitment and Retention of Teachers in Tennessee’s Achievement School District and iZone Schools. Tennessee Education Research Alliance.
- Julie Marsh
  - Allbirght, T.*, Marsh, J., Hall, Tobben, L, M.,* Picus, L., & Lavadenz, M. (In press). Conceptualizing equity in the implementation of California education finance reform. American Journal of Education.
  - Marsh, J. & Hall, M.* (2018) Challenges and choices: A multidistrict analysis of statewide mandated democratic engagement. American Educational Research Journal, 55(2), 243-286.
  - Huguet, A., Farrel, C., & Marsh, J. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376-389.
  - Marsh, J., Bush-Mecenas, S.*, & Hough, H. (2017). Learning from early adopters in the new accountability era: Insights from California’s CORE waiver districts. Educational Administration Quarterly, 53(3), 327-364..
  - Marsh, J., Bush-Mecenas, S.*, Strunk, K.S., Huguet, A.,* & Lincove, J. (2017) Evaluating Teachers in the Big Easy: How organizational context shapes policy responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539-570.
  - Marsh, J. (2016). The political dynamics of district reform: The form and fate of the Los Angeles Public School Choice Initiative. Teachers College Record, 118(9), 1-54.
  - Farrell, C.* & Marsh, J. (2016). A qualitative comparative analysis of teachers’ instructional responses to data. Teaching and Teacher Education, 60, 398-412.
  - Strunk, K. Marsh, J. Hashim, A,* Bush,-Mecenas S.C.* & Weinstein.* (2016). Innovation and a return to the status quo: A mixed-methods study of reconstitution through the lens of organizational learning. Educational Evaluation and Policy Analysis, 38(3), 549-577.
  - Farrell, C.* & Marsh, J. (2016). Metrics matter: How properties of data shape teachers’ instructional responses. Educational Administration Quarterly, 52(3), 423-462.
  - Polikoff, M., Hardaway, T., Marsh, J., & Plank, D. (2016). Who is opposed to Common Core and why? Educational Researcher, 45(4), 263-266.
  - Strunk, K., Marsh, J., Duque, M.* & Bush, S.* (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259-309.
  - Marsh, J., Farrell, C., & Bertrand, M. (2016). Trickle down accountability? How middle school teachers engage students in data use. Educational Policy. Published online August 22, 2014: DOI: 10.1177/0895904814531653
  - Strunk, K. Marsh, J. Hashim, A, Bush, S.C. & Weinstein, T. (2016). The impact of turnaround reform on student achievement: Evidence and insights from the Los Angeles Unified School District. Education Finance and Policy
  - Bertrand, M. & Marsh, J. (2015). Teachers’ sensemaking of data and implications for equity. American Educational Research Journal.
  - Marsh, J., Bertrand, M. & Huguet, A. (2015). Using data to alter instructional practice: The mediating role of coaches and professional learning communities. Teachers College Record.
  - Marsh, J. & Farrell, C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.
  - Marsh, J., Strunk, K., Bush, S., & Huguet, A. (2015). Democratic engagement in district reform: The evolving role of parents in the Los Angeles Public School Choice Initiative. Educational Policy, 29(1), 51-84.
  - Huguet, A. Marsh, J. & Bertrand, M. (2014) Building teachers’ data-use capacity: insights from strong and struggling coaches. Education Policy Analysis Archives, 22(52), 1-26.
  - Marsh, J. & Wohlstetter, P. (2013). Recent trends in intergovernmental relations: The resurgence of local actors in education policy, Educational Researcher, 42(5), 276-283.
  - Marsh, J. & Farrell, C.* (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.
  - Marsh, J., Strunk, K. & Bush, S. (2013). Portfolio district reform meets school turnaround: Early Implementation findings from the Los Angeles Public School Choice Initiative. Journal of Educational Administration, 51(4), 498-527.
  - Yuan, K., Le, V., McCaffrey, D., Marsh, J., Hamilton, L., Stecher, B., & Springer, M. (2013). Incentive pay programs do not affect teacher motivation and reported practices: Results from three randomized studies. Educational Evaluation and Policy Analysis, 35(1), 3-22.
  - Marsh, J. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record, 114(11), 1-48.
  - Marsh, J. (2012). The micropolitics of implementing a school-based bonus policy: The case of New York City’s compensation committees. Education Evaluation and Policy Analysis, 34(2), 164-184.
  - Marsh, J., McCombs, J.S., & Martorell, F. (2012). Reading coach quality: Findings from Florida middle schools. Literacy Research and Instruction, 51(1), 1-26.
  - Stecher, B., Fuller, B., Timar, T. & Marsh, J., (2012). Deregulating School Aid in California: How Districts Responded to Flexibility in Tier 3 Categorical Funds in 2010-11. Technical Report. Santa Monica, CA: RAND and Policy Action for California Education (PACE).
  - Marsh, J., Springer, M. G., McCaffrey, D. F., Yuan, K., Epstein, S., Koppich, J., Kalra, N., DiMartino, C., & Peng, A. (2011). A big apple for educators: New York City’s experiment with schoolwide performance bonuses. Santa Monica, CA: RAND: MG-1114-FPS.
  - Fuller, B., Marsh, J., Stecher, B., & Timar, T. (2011). Deregulating school aid in California. How 10 districts responded to fiscal flexibility. Santa Monica, CA: RAND and PACE.
  - Marsh, J., McCombs, J.S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.
  - Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Education Evaluation and Policy Analysis, 32(3), 372-388.
  - Marsh, J., Gershwin, D., & Kirby, S. (2009). Retaining students in grade: Lessons learned regarding policy design and implementation. Technical Report (TR-677-NYCDOE). Santa Monica, CA: RAND.
  - Marsh, J., Hamilton, L., and Gill, B. (2008). Assistance and accountability in externally managed schools: The case of Edison Schools, Inc. Peabody Journal of Education, 83(3), 423-458.
  - Hamilton, L.S., Stecher, B. Russell, J., Marsh, J., & Miles, J. (2008). Accountability and teaching practices: School-level actions and teacher responses. In Fuller, B., Hannum, E & Henne, M. (Ed.), Strong states, weak schools: The benefits and dilemmas of centralized accountability, Research in Sociology of Education, 16, 31–66
  - Marsh, J., McCombs, J.S., Lockwood, J.R., Martorell, F., Gershwin, D., Naftel, S., Le, V., Shea, M., Barney, H., & Crego, A. (2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND, MG-762-EDU.
  - Stecher, B., Epstein, S. Hamilton, L., Marsh, J., Robyn, A., McCombs, J., Russell, J.& Naftel, S. (2008) Pain and gain: Implementing No Child Left Behind in three states, 2004-2006. Santa Monica, CA.: RAND: MG-784-NSF.
  - Ikemoto, G. & Marsh, J. (2007). Cutting through the “data driven” mantra: Different conceptions of data-driven decision-making. In Moss, P.A. (Ed.), Evidence and decision making: National Society for the Study of Education Yearbook 2007, 106(1).
  - Marsh, J. (2007). Democratic dilemmas: Joint work, education politics, and community. Albany, NY: SUNY Press.
  - Hamilton, L., Stecher, B., Marsh, J., McCombs, J.S., Robyn, A., Russell, J.L., Naftel, S., & Barney, H. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND, MG-589-EDU.
  - Kerr, K., Marsh, J., Ikemoto, G., Darilek, & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520.
  - Marsh, J., Pane, J.F., & Hamilton, L.S. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. RAND Occasional Paper (OP-170-EDU). Santa Monica, CA: RAND.
  - Marsh, J., Kerr, K., Ikemoto, G., Darilek, H., Suttorp, M.J., Zimmer, R., & Barney, H. (2005). The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: RAND, MG-361-WFHF.
  - Gill, B., Hamilton, L., Lockwood, J.R., Marsh, J., Zimmer, R., Hill, D., & Pribesh, S. (2005). Inspiration, perspiration, and time: Operations and achievement in Edison Schools. Santa Monica, CA: RAND. MG-351-EDU.
  - Hightower, A., Knapp, M., Marsh, J., & McLaughlin, M. (Eds.) (2002). School districts and instructional renewal. New York: Teachers College Press.
- Morgan Polikoff
- David M. Quinn
- Rachel Sue White
  - White, R. (2018). Who do state policymakers listen to? The case of teacher evaluation policy. Phi Delta Kappan, 99(8), 13-18.
  - Mavrogordato, M., & White, R. (2017). Reclassification variation: How policy implementation guides the process of exiting students from English learner status. Educational Evaluation and Policy Analysis, 39(2), 281-310.
  - Schneider, J., Jacobsen, R., White, R., & Gehlbach, H. (2018). The (Mis)measures of schools: How data affect stakeholder knowledge and perceptions of quality. Teachers College Record, 120(6) (Advanced online publication ID No: 21842)
  - Jacobsen, R., White, R.S., & Reckhow, S. (2016). Cultivating political powerhouses: TFA corps members’ experiences that shape local political engagement. Education Policy Analysis Archives, 24(18).
  - Saultz, A., White, R.S., McEachin, A., Fusarelli, L.D., & Fusarelli, B.C. (in press). Teacher quality, distribution and equity under ESSA. Journal of School Leadership.
  - White, R. (2018). Who do state policymakers listen to? The case of teacher evaluation. Phi Delta Kappan, 99(8), 13-18.
Educational Psychology
- Stephen J. Aguilar
- Ron Avi Astor
  - Astor, R.A., & Benbenishty, R. (in press 2018). Bullying, School Violence, and Climate in Evolving Contexts: Culture, Organization and Time. Oxford University Press.
  - Astor, R.A & Astor R.L (2018 in press). Stepping Over-Pesach: A Collection of Poems Over Lifetimes. Los Angeles, Figueroa Press (USC).
  - Astor, R.A. & Benbenishty, R. (2018) Mapping and monitoring bullying and violence: Building a safe school climate. Oxford University Press
  - Astor, R.A., Jacobson, L., Wrabel, S., Benbenishty, R., & Pineda, D. (2018) Welcoming practices: Creating schools that support students and families in transition. Oxford University Press.
  - Benbenishty R., & Astor (in press). Conceptual foundations and ecological influences of school violence, bullying, and safety. In Meyer, M.J. & Jimerson, S. (Eds). School Safety and Violence Prevention: Science, Practice, and Policy Driving Change: Washington D.C. American Psychological Association.
  - Benbenishty, R., & Astor, R. A. (in press). School violence and bullying in evolving ecological contexts. In E. Debarbieux (Ed.) La ecole face a la violence: Decrir, expliquer, agir. Armand Colin. [French].
  - Capp, G. P., Moore, H., Pitner, R., Iachini, A.L., Astor, R. A., Benbenishty, R. & Berkowitz, R. (2017). Promoting school safety: How educators and school leaders can address and prevent school violence and victimization. In Noblit, G.W. (Ed.) Oxford Research Encyclopedia of Education. New York: Oxford University Press.
  - Berkowitz, R., Astor, R. A., Pineda, D., De Pedro, K., Weiss, E., & Benbenishty, R. (in press). Parents’ perceptions of school climate and school support in California. Urban Education.
  - Siegel, A., Esqueda, M., Berkowitz, R., Sullivan, K., Astor, R.A., Benbenishty, R. (in press). Welcoming parents to their child’s school: Practices supporting students with diverse needs and backgrounds. Education and Urban Society.
  - Benbenishty, R., Siegel, A., & Astor, R. A. (in press) School-related experiences of adolescents in foster care: A comparison with their high school peers. American Journal of Orthopsychiatry.
  - Pitner, R., Moore, H., Capp, G. & Benbenishty, R. Astor, R.A, (2017). Prevention of violence, aggression, and bullying in schools. In P. Sturmey, (Ed.) The Wiley handbook of violence and aggression. Hoboken, NJ: Wiley.
  - Iachini, A.L., Berkowitz, R., Moore, H., Pitner, R., Astor, R.A., & Benbenishty, R. (2017). School Climate. In C. Franklin (Ed.) Encyclopedia of Social Work Online (ESWO). New York: Oxford University Press.
  - Berkowitz, R., Iachini, A., Moore, H., Pinter, R., Astor, R.A., & Benbenishty, R. (2017). School Climate. In Noblit, G.W. (Ed.) Oxford Research Encyclopedia of Education. New York: Oxford University Press.
  - Pitner, R., Moore, H., Capp, G., Iachini, A.L., Berkowitz, R., Benbenishty, R., & Astor, R.A. (2017). School safety, victimization, and bullying: An overview of violence interventions and monitoring approaches. In C. Franklin (Ed.) Encyclopedia of Social Work Online (ESWO). New York: Oxford University Press.
  - Berkowitz, R., Moore, H., Astor, R.A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87, 425-469. doi:10.3102/0034654316669821
  - Capp, G.P., Benbenishty, R., Moore, H., Pineda, D., Astor, R.A., Castillo, B., De Pedro, K.M. (2017). Partners at learning: A service-learning approach to serving public school students from military families. Military Behavioral Health, 1-10
  - Benbenishty R., & Astor, R.A. (2017) Ecological theoretical foundations of school bullying and school safety. In Debarbiex (Ed). Intervening with school violence and bullying in France. French Ministry of Education.
  - Moore, H., Benbenishty, R. Astor, R.A., & Rice, E. (2017). The positive role of school climate on school victimization, depression and suicidal ideation among school-attending homeless youth. Journal of School Violence, 1-13.
  - Capp, G.P., Astor, R.A., Benbenishty, R., Weiss, E., Pineda, D. (2017). School staff perceptions of military-connected students in civilian public schools: Implications for teachers, counselors, and school staff. Military Behavioral Health, 5(2), 147-156.
  - De Pedro, K. T., Pineda, D., Capp, G., Moore, H., Benbenishty. R., & Astor, R. A. (2017). Implementation of a school district-wide grassroots antibullying initiative: A school staff and parent-focused evaluation of Because Nice Matters. Children & Schools, 39, 137-145. DOI: 10.1093/cs/cdx008
  - Astor, R.A., Capp, G. Moore, H., & Benbenishty, R. (2016). Lessons from monitoring social emotional learning in Israel and California schools. In R.H. Shute & P.T. Slee (Eds.) Mental health and wellbeing through schools: The way forward (pp. 173-186). Hove: Routledge
  - Estrada, J.N, Gilreath, T. Sanchez, C.Y. & Astor, R.A., (2016). Associations between school violence, military connection, and gang membership California secondary schools. American Journal of Orthopsychiatry.
  - Castillo, B., Moore, H., De-Pedro, K., Capp, G., Pineda, D., Astor, R.A. & Benbenishty, R. (2016). An evaluation of the use of educational resource guides for military students in public schools. Military Behavioral Health, 5(2), 172-177.
  - Berkowitz R., Glickman H., Benbenishty R., Ben-Artzi E., Raz T., Lipshtadt N. & Astor R.A. (2016) Les relations entre milieu social, climat scolaire et réussite scolaire en Israël: les hypothèses de compensation, de médiation et de modération, Éducation et formations, n° 88-89, MEN-DEPP
  - Benbenishty, R., Astor R.A., Roziner I., & Wrabel, S. (2016). Testing the causal links between school climate, school violence, and school academic performance: A cross-lagged panel autoregressive model. Educational Researcher, 45(3), 197-206.
  - Pitner, R.O., Astor, R.A., Benbenishty, R. (2015). Violence in schools. In P.A. Meares (Ed.) Social work services in schools, seventh edition. Boston, MA: Allyn & Bacon, Chapter 11.
  - Capp, G.P., Berkowitz, R., Sullivan, K.S., Astor, R.A., De Pedro, K.T., Gilreath, T.D. & Rice, E., (2016). Adult relationships in multiple contexts and associations with adolescent mental health. Research on Social Work Practice, 26(6), 622-629.
  - Berkowitz, R., Glickman, H., Benbenishty, R., Ben-Artzi, E., Raz, T., Lipshtadt, N., & Astor, R. A. (2015). Compensating, mediating, and moderating effects of school climate on academic achievement gaps in Israel. Teacher’s College Record, 117, 1-34.
  - De Pedro, K.T., Astor, R.A., Gilreath, T., Benbenishty, R., & Berkowitz, R (2016). Examining the relationship between school climate and peer victimization among students in military-connected public schools. Violence and Victims, 31(4), 751-767.
  - Siegel, A., Benbenishty, R., & Astor, R.A. (2016). A comparison of adolescents in foster care and their peers in high school: A study of substance use behaviors and attitudes. Journal of Child & Adolescent Substance Abuse, 25(6), 530-538.
  - Estrada, J.N., Gilreath, T.D., Astor, R.A., & Benbenishty, R. (2016). A statewide study of gang membership and violent behaviors in California secondary schools. Youth & Society, 48(5), 720-736, DOI: 10.1177/0044118X14528957.
  - Sullivan, K.S., Capp, G., Gilreath, T., Benbenishty, R., Roziner, I., & Astor, R.A., (2015). Substance abuse and other adverse outcomes for military-connected youth in California: Results from a large-scale normative population survey. JAMA Pediatrics, 169(10), 922-928.
  - Gilreath, T. D., Wrabel, S., Sullivan, K. S., Capp, G. P. Roziner, I., Benbenishty, R., Astor, R.A. (2015). Suicidality among military-connected adolescents in California schools. European Child and Adolescent Psychiatry, 25(1), 61-66.
  - Pitner, R.O., Marachi, R., Astor, R.A., & Benbenishty R. (2015). Evidence-based violence prevention programs and best implementation practices. In A.R. Roberts (Ed). Social worker’s desk reference, (3rd Edition) (pp. 1050-1068). N.Y. Oxford University Press, Chapter 134.
  - Sullivan, K.S., Benbenishty, R., Astor, R.A., Capp, G., Gilreath, T., & Rice, E. (2015). The impact of maternal and paternal deployment on depressive symptoms and wellbeing among military-connected youth. Military Behavioral Health, 3(3), 182-189 DOI: 10.1080/21635781.2015.1038402
  - Garcia, E., De Pedro, K. T., Astor, R.A., Lester, P., & Benbenishty, R. (2015). FOCUS school-based skill-building groups: Training and implementation. Journal of Social Work Education 51 (sup1), S102-S116. DOI: 10.1080/10437797.2015.1001292
  - De Pedro, K.T., Astor, R.A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2015). School climate, deployment, and mental health among students in military-connected schools. Youth & Society, 1-12, DOI: 0044118X15592296.
  - Gilreath, T.D., Astor, R.A., Estrada, J.N., Benbenishty, R., & Unger, J. B. (2014). School victimization and substance use among adolescents in California. Prevention Science. DOI: 10.1007/s11121-013-0449-8
  - De Pedro, K.T., Esqueda, M.C., Cederbaum, J.A., & Astor, R.A. (2014). District, school, and community stakeholder perspectives on the experiences of military-connected students. Teachers’ College Record, 116(5), 1-32.
  - De Pedro, K.T., Astor, R.A., Gilreath, T.D., Benbenishty, R., & Esqueda, M.C. (2014). School climate perceptions among students in military-connected schools: A comparison of military and non-military students from the same schools. Military Behavioral Health, 2, 3-13.
  - Atuel, H.R., Gilreath, T.D., Astor, R.A., Cederbaum, J.A., Benbenishty, R., & Pineda, D. (2014). Bullying and discrimination experiences of military-connected students attending public secondary schools. Military Behavioral Health, 2, 147-152. DOI: doi:10.1080/21635781.2014.910090.
  - Benbenishty, R., & Astor, R.A. (2014). Children's victimization in school. In: Michalos AC (Ed.). Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht, Netherlands: Springer, 803-809.
  - De Pedro, K.T., Atuel, H., Malchi, K., Esqueda, M. C., Benbenishty, R., & Astor, R. A. (2014). Responding to the needs of military students and military-connected schools: The perceptions and actions of school administrators. Children and Schools.
  - Gilreath, T. D., Estrada, J. N., Pineda, D., Benbenishty, R., & Astor, R. (2014) Development and use of the California Healthy Kids Survey Military Module to support students in military-connected schools. Children and Schools.
  - Astor R. A. and Benbenishty R. (2014). Supporting military-connected students: The role of school social work. Children and Schools.
  - Berkowitz, R., De Pedro, K.T., Couture, J., Benbenishty, R., & Astor, R.A. (2014). Military parents’ perceptions of public school supports for heir children. Children and Schools.
  - Cederbaum, J.A, Malchi, K., Esqueda, M. C., Benbenishty. R., Atuel, H.R., & Astor, R. A. (2014). Student-instructor assessments: Examining the skills and competencies of social work students placed in military-connected schools. Children and Schools.
  - Benbenishty, R. & Astor, R. A. (2014). Expanding the scope of research on military children: Studying adversity, resilience and promotion in normative social contexts. Social Policy Report, 23 (3), 21-27.
  - Gilreath, T.D., Astor, R.A., Cederbaum, J.A., Atuel, H.R., & Benbenishty, R. (2013). School violence and victimization among military connected youth. Preventive Medicine. http://dx.doi.org/10.1016/j.ypmed.2013.12.002
  - Estrada, J.N., Gilreath, T.D., Astor, R. A., & Benbenishty, R. (2013). Gang membership, school violence, and the mediating effects of risk and protective behaviors in California high schools: Journal of School Violence. doi:10.1080/15388220.2013.846860
  - Cederbaum, J.A., Gilreath, T.D., Benbenishty, R., Astor, R.A., & Pineda, D., De Pedro, K.T., Esqueda, M.C., & Atuel, H.R. (2013). Wellbeing and suicidal ideation of public middle/high school students by military-connectedness. Journal of Adolescent Health. DOI: 10.1016/j.jadohealth.2013.09.006
  - Astor, R.A., De Pedro, K., Gilreath, T., Esqueda, M., & Benbenishty, R. (2013). The promotional role of community, school, family, and peer contexts for military students in wartime. Clinical Child and Family Psychology Review. DOI 10.1007/s10567-013-0139-x
  - Astor, R.A., Cornell, D.G., Espelage, D.L., Furlong, M.J., Jimerson, S.R., Mayer, M.G. et al. (2013). A call for more effective prevention of violence. The School Psychologist, 67(2), 40-43.
  - Interdisciplinary Group on Preventing School and Community Violence (2013): December 2012 Connecticut School Shooting Position Statement. Journal of School Violence, 12(2), 119-133.
  - Estrada, J. N., Gilreath, T., Astor, R. A., & Benbenishty, R. (2013). Gang membership of California middle school students: Behaviors and attitudes as mediators of school violence. Health Education Research. Advance Access published March 22. 2013, doi:10.1093/her/cyt037,
  - Gilreath, T.D., Astor, R.A., Estrada, J.N., Johnson, R., Benbenishty, R., & Unger, J.B. (2013). Substance use among adolescents in California: A latent class analysis. Substance Use and Misuse. doi: 10.3109/10826084.2013.824468
  - Gilreath, T.D., Cederbaum, J.A., Astor, R.A., Benbenishty, R., Pineda, D., & Atuel, H. (2013). Substance use among military-connected youth: The California Healthy Kids Survey. American Journal of Preventive Medicine, 44(2), 150-153.
  - American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association. (Astor, R.A., Co-Chair with Espelage D.)
  - Astor, R.A. Military kids at higher risk of suicidal thoughts. (2013, December). Huffington Post. Retrieved from http://www.huffingtonpost.com/ron-avi-astor/military_kids_b_4318573.html
  - Astor, R.A., Creating the schools we want for our children. (2013, December). Education Week. http://blogs.edweek.org/edweek/op_education/2013/12/creating_the_schools_we_want_f.html
  - Esqueda, M., Astor, R.A. & De Pedro, K. (2012). A call to duty: Educational policy and school reform addressing the needs of children from military families. Educational Researcher, 41, 65-70.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Pineda, D., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A pupil personnel guide to creating supportive schools for military students. New York: Columbia University, Teachers College Press.
  - Astor, R.A. Making Universities and Colleges More Military Friendly (2012, October). Huffington Post. Retrieved from http://www.huffingtonpost.com/ron-avi-astor/veterans-college- education-_b_1958796.html
  - Astor, R.A. Educational opportunity for military children (2012, March). Huffington Post. Editorial. http://www.huffingtonpost.com/ron-avi-astor/military-children-education_b_1386074.html
  - Astor, R.A., Meyer-Reynolds, H., Benbenishty, R., Pat-Horenczyk, R., Brom, D., Baum, N., Schiff, M. & De Pedro, K. (2012). The influence of the Second Lebanon-Israeli War on Israeli students in urban school settings: Findings from the Nahariya District-wide screening process. In Gallagher, K.S., Goodyear, R., Brewer, D., & Rueda, R (Eds.) Urban education: A model for leadership and policy. (pp. 218-240). New York: Routledge.
  - Benbenishty, R., & Astor, R. A. (2012). Making the case for an international perspective on school violence: Implications for theory, research, policy, and assessment. In S. R. Jimerson, A.B. Nickerson, M.J. Mayer & M. J. Furlong (Eds). Handbook of school violence and school safety: International research and practice, Second Edition. (pgs. 15-26) New York: Routledge.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A school administrator’s guide to creating supportive schools for military students. New York: Columbia University, Teachers College Press.
  - Benbenishty, R., & Astor, R. A. (2012). Monitoring school violence in Israel, National studies and beyond: Implications for theory, practice, and policy. In S. R. Jimerson, A.B. Nickerson, M.J. Mayer & M. J. Furlong (Eds). Handbook of school violence and school safety: International research and practice. Second Edition. (pgs. 191-202) New York: Routledge.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A teacher’s guide to supporting military students in the classroom. New York: Columbia University, Teachers College Press.
  - Astor, R. A., Jacobson, L., Benbenishty, R., Cederbaum, J., Atuel, H., Gilreath, T., Wong, M., De Pedro, K. M., Esqueda, M. C., & Estrada, J. N. (2012). A military parent’s guide to supporting their children in School. New York: Columbia University, Teachers College Press.
  - Chen, J.K. & Astor, R.A. (2012). School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools.Youth & Society, 44(2), 175-200.
  - Marachi, R., Astor, R.A. & Benenishty, R. (2012). An overview of best violence prevention practices in schools. In C. Franklin, M.B. Harris & P.A. Meares (Eds). The school services sourcebook, Second Edition. New York: Oxford University Press.
  - Schiff, M., Pat-Horenczyk, R., Benbenishty, R., Brom, D., Baum, N. & Astor, R.A. (2012). High school students posttraumatic symptoms, substance use and violence perpetration in the aftermath of war. Social Science and Medicine, 75(7), 1321-1328
  - Chen, J. K. & Astor, R.A. (2011). School engagement, risky peer, and student-teacher relationships as mediators of school violence in Taiwanese vocational vs. academically oriented high schools. Journal of Community Psychology, 39 (1), 10-30.
  - De Pedro, K., Astor, R.A., Benbenishty, R, Estrada, J.N., Smith, G.A., Esqueda, M.C. (2011). The children of military service members: Challenges, resources, and future educational research. Review of Educational Research, 81 (4), 566-618.
  - Astor, R.A., Benbenishty, R., Shadmy, H., Raz, T., Algersy, E., Zeharia, M., Ratner, D., & De Pedro, K. (2011). No school left behind: merging Israel’s national academic and school safety monitoring system and matching data-driven interventions for each school (Chapter 8). In J.S. Hoffman , L. Knox & R. Cohen (EDs.) Beyond Suppression: Global Perspectives on Youth Violence (Part of Global Crime and Justice. Graeme R. Newman, Series Editor). Santa Barbara CA. Praeger.
  - Astor, R.A. & Benbenisthy, R.(avril-juin 2011). Supervision de la violence en milieu scolaire en Israël. L'école face au défi de la sécurité : Cahiers de la sécurité, 16, 150-162, Institut national des hautes études de la sécurité et de la justice (INHESJ).
  - Pitner, R.O., Astor, R.A., Benbenishty, R., Haj-Yahia, M., & Zeira, A. (2011) Putting context into a cultural perspective: Examining Arab and Jewish adolescents’ judgments and reasoning about spousal violence. Violence Against Women, 17 (5), 584-602.
  - Pat-Horenczyk, R., Brom, D., Baum, N., Benbenishty, R., Schiff, M., & Astor, R.A. (2011). A City-Wide School-Based Model for Addressing the Needs of Children Exposed to Terrorism and War (Chapter 13). In V. Ardino (Ed). Post-traumatic syndromes in children and adolescents. London UK. Wiley/Blackwell Press.
  - Astor, R. A. (2011 Commentary). Making sure children from military families are not left behind. Huffington Post.http://www.huffingtonpost.com/ron-avi-astor/making-sure-children-in-m_b_849055.html
  - Green J., Furlong, M., Astor, R.A, Benbenishty, R. & Espinoza, E. (2011) Assessing school victimization in the United States, Guatemala, and Israel: Cross-cultural psychometric analysis of the School Victimization Scale. Victims and Offenders, 6 (3), 1-16.
  - Chen, J. K. & Astor, R.A. (2011). Students' personal traits, violence exposure, family factors, school dynamics and the perpetration of school violence in Taiwanese elementary schools. Health Education Research. 26(1), 150-166.
  - Astor, R. A. (2011 Commentary). The need to support students from military families. Education Week, http://www.edweek.org/ew/articles/2011/06/08/33astor_ep.h30.html
- Ruth H. Chung
- Ginger Clark
  - Clark, G. (in press). Using technology to enhance supervision at USC. In L. Stretch, D.M. Nagel & K. Anthony (Eds.), Mental Health and the Impact of Technological Development (2nd ed.). Charles C. Thomas Publisher: Springfield, IL.
  - Clark, G. & Swerling, J. (2012). Creating changes for NTT faculty within a decentralized university environment. In A. Kezar (Ed.), Embracing non-tenure track faculty: Changing campuses for the new faculty majority (pp. 162-177). Rutledge: NY.
  - Clark, G. (2010). Traditional uses of technology in counseling education and supervision. In K. Anthony & D. Nagel (Eds.), Mental Health and the Impact of Technological Development. Charles Thomas Publisher: Springfield, IL.
  - Clark, G. (2009, June). Striving for mediocrity: Accepting with gratitude the death of my dreams. Feminist Psychologist, 36(3), pp. 9, 35.
  - Clark, G., Horan, J. J., Tompkins-Bjorkman, A., Kovalski, T. M., & Hackett, G. (2000). Interactive career counseling on the Internet. Journal of Career Assessment, 8 (1), 85-93.
  - Hanish, C., Horan, J. J., Keen, B., & Clark, G. (1998). A note on the empirical futility of labor-intensive scoring permutations for assessing scholarly productivity: Implications for research, promotion/tenure, and mentoring. Education Policy Analysis Archive, 6, (15) ISSN 1068-2341.
  - Clark, G. & McWhirter, J. J. (1997). Brief Note Review [Review of Mary-Joan Gerson's book The Embedded Self: A psychoanalytic guide to family therapy]. Contemporary Psychology, 42, (7), p. 650.
- Mary Helen Immordino-Yang
  - Read Selected Blog Posts by Mary Helen:
  - Immordino-Yang, M.H. (2015, Oct. 10) Response to, To teach grit or not to teach grit: That is the question. Invited blog post published on Education Week Teacher.
    http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/10/response_to_teach_grit_or_not_to_teach_grit_-_that_is_the_question.html
  - Immordino-Yang, M.H. (2015, March 21) Rest is not idleness in the brain: Why kids may need downtime and opportunities for reflection to develop a strong sense of self and a moral compass. The People’s Science: Creating a conversation between scientists and the public. https://thepeoplesscience.forumbee.com/t/80hv4g
  - Selected Publications in Human Development and Education - See CV for Full List
    (*Signifies student/postdoc author at time of submission)
  - Immordino-Yang, M.H. & *Gotlieb, R. (2017, in press) Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue.
  - Immordino-Yang, M.H. (2016) Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences. 3(2), 211-219 http://journals.sagepub.com/doi/abs/10.1177/2372732216656869
  - *Gotlieb, R., *Hyde, E., Immordino-Yang, M.H., Kaufman, S.B. (2016) Cultivating the Social-Emotional Imagination in Gifted Education: Insights from Educational Neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31.
  - Immordino-Yang, M.H. & Christodoulou, J.C. (2014) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education. (pp.607-624) New York, NY: Taylor and Francis/Routledge
  - Immordino-Yang, M.H., *Christodoulou, J., *Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364.
  - Immordino-Yang, M.H. & Singh, V. (2011). Perspectives from social and affective neuroscience on the design of digital learning technologies. In R. Calvo & S. D'Mello (Eds.), New Perspectives on Affect and Learning Technologies. (pp.233-241) Sydney: Springer
  - Immordino-Yang, M.H. & Sylvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology, 35(2), 110-115.
  - Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In V.G. Aukrust (Ed.), International Encyclopedia of Education, 3rd Edition. (pp.310-316) Oxford: Elsevier.
  - Immordino-Yang, M.H. & Faeth, M. (2009). The role of emotion and skilled intuition in learning. (pp.66-81). In D.A. Sousa (Ed.), Mind, Brain, and Education. Bloomington, IN: Solution Tree Press.
  - Immordino-Yang, M.H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.
  - Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain and Education, 1(2), 67-83.
  - Immordino-Yang, M.H. & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10.
  - Selected Publications in Psychology and Social Neuroscience – See CV for Full List
    (*Signifies student/postdoc author at time of submission)
  - Immordino-Yang, M.H. & *Yang, X.-F. (2017, in press) Cultural differences in the neural correlates of social-emotion experiences: An interdisciplinary, developmental perspective. Current Opinion in Psychology, Special Issue on Emotion.
  - Venkatraman, A., Edlow, B. & Immordino-Yang, M.H. (2017) The brainstem in emotion: A review. Frontiers in Neuroanatomy, doi.org/10.3389/fnana.2017.00015.
  - Dehghani, M., Boghrati, R., *Man, K., Hoover, J., *Gimbel, S., Vaswani, A., Immordino-Yang, M.H., Gordon, A., Damasio, A.R., Kaplan, J. (2017) Decoding the Neural Representation of Story Meanings across Languages. Journal of Experimental Psychology: General
  - *Yang, X.-F., Immordino-Yang, M.H. (2017). Culture and cardiac vagal tone independently influence emotional expressiveness. Culture and Brain, 5(1) 36-49. DOI 10.1007/s40167-017-0048-9
  - Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2016) Cultural modes of expressing emotions influence how emotions are experienced. Emotion 16(7), 1033-1039. doi: 10.1037/emo0000201
  - Kaplan, J., *Gimbel, S., Dehghani, M., Immordino-Yang, M.H., Segae, K., Damasio, H., Gordon, A., & Damasio, A. (2016). Processing narratives concerning protected values: A cross-cultural investigation of neural correlates. Cerebral Cortex. doi: 10.1093/cercor/bhv325
  - *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2016) Neural mediators of the intergenerational transmission of family aggression. Development and Psychopathology, 28(02), 595-606.
  - *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2015) Neural correlates of adolescents’ viewing of parents’ and peers’ emotions: Associations with risk-taking behavior and risky peer affiliations. Social Neuroscience, 10(6), 592-604.
  - Immordino-Yang, M.H. (2015) Embodied brains, social minds: Toward a cultural neuroscience of social emotion. In, Chiao, J., Li, S.-C., Seligman, R., Turner, R. (Eds.), Oxford Handbook of Cultural Neuroscience. Oxford: U.K.: Oxford University Press.
  - Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2014) Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience. 8:728. doi: 10.3389/fnhum.2014.00728
    NOTE: From approximately 3 weeks after its release, this article has ranked in the top 5% of all published articles for attention received. In November, 2015 this article was named a “tier-climbing” selection and a focused review paper was invited.
  - Dehghani, M., Immordino-Yang, M. H., Graham, J., Marsella, S., Forbus, K., Ginges J., Tambe, M. & Maheswaran, R. (2014). Computational Models of Moral Perception, Conflict & Elevation. Proceedings of the International Association for Computing and Philosophy.
  - Sagae, K., Gordon, A. S., Dehghani, M., Metke, M., Kim, J.S., *Gimbel, S.I., *Tipper, C., Kaplan, J. & Immordino-Yang, M.H. (2013) A data-driven approach for classification of subjectivity in personal narratives. Proceedings of the 2013 Workshop on Computational Models of Narrative, 32, 198-213, OASIcs, Scholss Dagstuhl.
  - Immordino-Yang, M.H. (2013). Studying the Effects of Culture by Integrating Neuroscientific with Ethnographic Approaches. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(1), 42-46.
  - Immordino-Yang, M.H. & *Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. doi: 10.1002/hbm.21485 (First published online: 2011)
  - Chiao, J. & Immordino-Yang, M.H. (2013). Modularity and the cultural mind: Contributions of cultural neuroscience to cognitive theory. Perspectives on Psychological Science, 8(1), 56-61.
  - *Yang, X., *Bossman, J., *Schiffhauer, B., *Jordan, M., Immordino-Yang, M.H. (2013). Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing. Frontiers in Cognitive Science, 3:592. doi: 10.3389/fpsyg.2012.00592
  - *Saxbe, D., *Yang, X., *Borofsky, L., Immordino-Yang, M. H. (2013). The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience, 8, 806-812 doi: 10.1093/scan/nss075. (First published online: 2012)
  - Immordino-Yang, M.H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220.
  - Immordino-Yang, M.H., *McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026.
    NOTE: This paper received the 2010 Cozzarelli Prize from the PNAS editorial board.
    Commentary: Haidt, J. & Morris, J. (2009). Finding the self in self-transcendent emotions. Proceedings of the National Academy of Sciences, 106(19), 7687-7688.
  - Selected Laboratory Conference Papers/Posters
    (Contact Mary Helen for others not listed)
  - Yang, X.-F. & Immordino-Yang, M. H. (November, 2013). Resting cardiac vagal tone is inversely related to intrinsic functional connectivity within the salience network. Poster presented at the Annual meeting of the Society for Neuroscience, San Diego, CA.
  - Yang, X.-F., Wong, S. W. H. & Immordino-Yang, M. H. (June, 2012). Heart rate deceleration predicts BOLD activity in default mode regions during emotion processing. Presented as a poster and invited talk at the 18th annual meeting of Human Brain Mapping, Beijing, China.
  - Yang, X.-F., Pavarini, G., Schnall, S., Immordino-Yang, M. H. (May, 2012). Spontaneous gaze aversion during interview-induced moral elevation predicts subsequent default network activation. Presented at the 2012 Association for Psychological Science Convention, Chicago, IL.
- Robert Rueda
  - Books
  - Gallagher, K. S., Goodyear, R. K., Brewer, D. J., & Rueda, R. (2012). Urban education: A model for leadership and policy. NY: Routledge.
  - Rueda, R. (2011). The 3 dimensions of improving student performance: Matching the right solutions to the right problems. NY: Teachers College Press.
  - Morrow, L. M., Rueda, R., & Hartman, D. K. (2011). Section Co-editors for Section III. History and Theoretical Perspectives in D. Lapp & D. Fisher, The Handbook of Research on Teaching the English Language Arts. Lawrence Erlbaum/Taylor Francis.
  - Morrow, L., Rueda, R., & Lapp, D. (2009). Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Press.
  - August, D., & T. Shanahan (Eds.), (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum, Pub. [Panel Member]
  - Committee on Minority Representation in Special Education (member). M. S. Donovan and C. T. Cross (Eds). (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. [Committee Member]
  - Recent Journal Articles
  - Rueda, R., & Stillman, J. (2012). The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245-253.
  - Sun, J. C.-Y. and Rueda, R. (2011), Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. doi: 10.1111/j.1467-8535.2010.01157.x
  - Andreeva VA, Cockburn MG, Yaroch AL, Unger JB, Rueda R, Reynolds KD. (2011). Preliminary evidence for mediation of the association between acculturation and sun-safe behaviors. Archives of Dermatology, 147(7), 814-819. doi:10.1001/archdermatol.2011.145
  - Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children’s reading engagement in Latino families. Literacy Research and Instruction, 50, 133-155.
  - Quirk, M., Unrau, N., Ragusa, G., Rueda, R., Lim, H., Bowers, E., Velasco, A., Fujii, K., Nemerouf, A., & Loera, G. (2010). Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology, 31(93-120). doi: 10.1080/02702710902754051.
  - Hayes, K., Rueda, R., & Chilton, S. (2009). Scaffolding language, literacy, and academic content in English and Spanish: The linguistic highway from Mesoamerica to Southern California. English Teaching: Practice and Critique, 8(2), 137-166.
  - Monzo, L., & Rueda, R. (2009). Passing as English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40.
  - Recent Chapters
  - Yaden, D. B., Rueda, R., Martinez, C., Mirzaei, A., Scott-Weich, B., Tardibuono, J., & Tsai, T. (in press). A cross-linguistic perspective on studies using psycho-and micro-genetic design elements and methodology to assess young children’s understandings of reading, writing and spelling. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research Methods in Early Childhood Education. Charlotte, N.C.: Information Age.
  - Rueda, R. (2013). 21st-century skills: Cultural, linguistic, and motivational perspectives. In D. Alverman & N. Unrau (Eds.), Theoretical models and processes of reading, 6th Ed. (pp. 1241-1267). Newark, NJ: International Reading Association.
  - Rueda, R., & Ragusa, G. (2012). Social capital. In J. Banks (Ed.), Encyclopedia of diversity in education. (pp. 1967-1969). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n623
  - Rueda, R. (2012). An activity-based approach to promoting equity in community college settings: Considering process and outcomes. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 159-190). Sterling, VA: Stylus.
  - Bustillos, L. T., Rueda, R., with Hentschel, D., Kinney, D., Love, J., Magee, I., Payne, N., Plotquin, H., & Wolf, R. (2012). The Math Project at Los Angeles City College. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 117-137). Sterling, VA: Stylus.
  - Bustillos, L. T., Rueda, R., & Bensimon, E. M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural Practices. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities.(pp. 199-213). New York: Peter Lang.
  - Rueda, R. (2010). Cultural perspectives in reading: Theory and research. In M. L. Kamil, P. D. Pearson, P. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, Vol. IV. (pp. 84-104). New York: Routledge.
  - Rueda, R., Lim, H. J., O’Neil, H., Baker, E., Griffin, N., Brockman, S., & Sirotnik, B. (2010). Ethnic differences in students’ approaches to learning: Self-regulatory cognitive and motivational predictors of academic achievement for Latino/a and White college students. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Cognition, Computers, and Collaboration in Education. (p. 133-162). New York: Springer.
  - Rueda, R. & Ragusa, G. (2010). English Language Learners with Special Needs. In: P. Peterson, E. Baker, & B. McGaw, (Eds.), International Encyclopedia of Education. volume 2, pp. 701-707. Oxford: Elsevier.
  - Rueda, R., & Monzo, L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B. Algozzine, & F. Spooner (Eds.), Publish, flourish, and make a difference. (pp. 59-74). Arlington, VA: Council for Exceptional Children.
  - August, D., Goldenberg, C., & Rueda, R. (2010). Restrictive state language policies: Are they scientifically based? In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.(pp. 139-158). New York: Teachers College Press.
- David Schwartz
  - Cillessen, Antonius; Schwartz, David; Mayuex, Lara (Ed.). (2011). Popularity in the Peer System. New York: Guilford.
- Gale M. Sinatra
  - Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2018). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness, 11(2), 217-239. DOI: 10.1080/19345747.2017.1390025
  - Kim, A.*, Sinatra, G. M. & Seyranian, V*. (2018). Developing a STEM identity among young women: A social identity theoretical perspective. Review of Educational Research, 88(4), 589–625. DOI: 10.3102/0034654318779957
  - Heddy, B. C. & Sinatra, G. M. (2017). Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention. Science Education, 101(5), 765-786. DOI: 10.1002/sce.21292
  - Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2017). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2017.1390025
  - Sinatra, G. M. & Hofer, B. K. (2016). Public understanding of science: Policy and educational implications. Policy Insights from the Behavioral and Brain Sciences. 3(2), 245-253, DOI: 10.1177/2372732216656870
  - Sinatra, G. M., *Mukhopadhyay, A. & Albright, T. Marsh, J. A., Polikoff, M. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110(3), 308-316. DOI: 10.1080/00220671.2016.1273178
  - Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2015). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist. Published online first December 8, 2015. http://dx.doi.org/10.1080/00461520.2015.1113134.
  - Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G. M., Trevors, G., Meier, E., Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168-183. DOI: 10.1016/j.learninstruc.2015.06.003
  - Sinatra, G. M., Heddy, B. C. & Lombardi, D. (2015) The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13, DOI: 10.1080/00461520.2014.1002924
  - Journal Articles (refereed)
  - Sinatra, G. M., Kienhues, D. & Hofer, B. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist. DOI: 10.1080/00461520.2014.916216.
  - Lombardi, D., Seyranian, V. & Sinatra, G. M. (2014). Source effects and plausibility judgments when reading about climate change. Discourse Processes, 51(1-2), 75-92, DOI:10.1080/0163853X.2013.855049.
  - Cordova, J., Sinatra, G. M., *Broughton, S. H., & Taasoobshirazi, G. (2014). Self-efficacy, confidence in prior knowledge, and conceptual change. Contemporary Educational Psychology, 39, 164-174. DOI: 10.1016/j.cedpsych.2014.03.006.
  - Sinatra, G. M. & Danielson, R. W. (2014). Adapting to a warmer climate of scientific communication, BioScience, 64(4), 275-276. DOI: 10.1093/biosci/biu023.
  - Sinatra, G. M. & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: the promise of refutation text. Reading Research Quarterly. 46(4), 374–393.
  - Johnson, M. & Sinatra, G. M. (2014). The influence of approach and avoidance goals on conceptual change. Journal of Educational Research. Online first published January 9, 2014, DOI: 10.1080/00220671.2013.807492.
  - Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility Reappraisals and Shifts in Middle School Students' Climate Change Conceptions. Learning and Instruction, 27, 50-62. doi: 10.1016/j.learninstruc.2013.03.001.
  - Johnson, M. & Sinatra, G. M. (2012). Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. Contemporary Educational Psychology, 30, 51-63. DOI: 10.1016/j.cedpsych.2012.09.003.
  - Edited Books
  - Sinatra, G. M. & Pintrich, P. R. (Eds.) (2003). Intentional Conceptual Change. Mahwah, NJ: Lawrence Erlbaum Associates.
  - Harris, K., McCormick, C. B., Sinatra, G. M., & Sweller, J. (Eds.). (2012). Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1. In K. Harris & S. Graham (Eds). APA Educational Psychology Handbook Series. APA Publications.
  - Book Reviews
  - Sinatra, G. M. & Lombardi, D. (2013). Explanation, Discovery, and Conceptual Change-- The Holy Trinity of the Scientific Enterprise: A Review of The Cognitive Science of Science by Paul Thagard. Science Education. Advance on - line publication. DOI 10.1002/sce.21062
  - Book Chapters
  - Sinatra, G. M. & Mason, L. (2013). Beyond knowledge: Learner characteristics influencing conceptual change (pp. 377-394). In S. Vosniadou (Ed.). International Handbook of Research on Conceptual Change (2nd edition). Netherlands: Springer.
  - Sinatra, G. M. & Chinn, C. (2011). Thinking and reasoning in science: Promoting epistemic conceptual change. In K. Harris, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.). Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1 (pp. 257-282). In K. Harris & S. Graham (Eds.). APA Educational Psychology Handbook Series. APA Publications.
  - Scholarly Paper Presentations
  - Lombardi, D., Seyranian, V., & Sinatra, G. M. (2014, April). Source validity and plausibility perceptions about climate change. Paper submitted for presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA
Teacher Education
- Reynaldo Baca
- Melanie Kneece Calvert
  - https://www.learntechlib.org/p/126465/
- Paula M. Carbone
  - Carbone, P. M. (2014). Aristotle in the classroom: scaffolding the rhetorical situation. Voices in the Middle, 21(3), 41-48.
    
    Carbone, P. M., & Reynolds, R. (2013). Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group. Teacher Development.
    
    Carbone, P. M. (2012). Writing Instruction to Support Generation 1.5 Students’ Acquisition of Academic Persuasive Writing. In B. Yoon & H. K. Kim (Eds.). Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing, Inc.
    
    Carbone, P. M. (2010). Using commonplace books to help students develop multiple perspectives. English Journal, 99(6).
    
    Carbone, P. M., & Orellana, M. F. (2010). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44(3), 292-316.
    
    Martínez, R., Orellana, M., Pacheco, M., & Carbone, P. (2008). Translating Voices: Connecting Bilingual Youths’ Translation Experiences to Academic Writing. Language Arts, 85(6), 21-431.
    
    Pacheco, M., Carbone, P., & Martínez, R. (2006). Professional book reviews: Learning from multilingual and multicultural students to plan literacy curriculum. Language Arts, 84(2), 194-6.
- Yasemin Copur-Gencturk
- Jenifer Crawford
  - Self and Society in Youth Organizing. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 2, Article 2. http://re positories.cdlib.org/gseis/interactions/vol6/iss1/art2
  - Crawford et al. “Critical Spiritual Pedagogy: Reclaiming humanity through a pedagogy of integrity, community, and love.” In: Power and Education. v.1. n.1. ISSN 1757-7438.
  - Crawford et al. "Unplauging His Stomach: Curing the University of California Admissions Policy with an ethic of communal justice and care.” In: Education and Hope in Troubled Times: Visions of change for our children’s world. Ed. Shapiro, S. Routledge, NY, NY.
  - “Review: Why We Teach by Sonia Nieto.” InterActions: UCLA Journal of Education and Information Studies. Vol. 3, Issue 1, Article 13.”
  - Crawford, Jaramillo & McLaren. “Os Politios da Cultura Juventil e o Educação Multicultural” (The Politics of Youth Culture and Multicultural Education). Vol.3, Issue 2, Patio - Educação Infantil, Artmed Ed. S.A. Porto Alegre, RS, Brazil.
- Robert A. Filback
  - Filback, R. (2019). Learning to speak [Video-essay]. Produced in a workshop faciliated by StoryCenter.
  - Crawford, J., Filback, R. & Moore, E. (2018). The future of language education. Rossier Centenial Blog.
  - Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.
  - Varshneya, K., Pangal, D., Borad, A., Patel, A., Tulpule, M., Menon, S., Menghani, R. and Filback, R. A. (2016). A report on the health and literacy attributes of Naga Valadia, a rural village in India. International Journal of Current Research (8)6, pp. 33729-33736.
  - Filback, R. A. & Chun, C. W. (2013). Masters of Arts in TESOL at the University of Southern California. Summarized in D. E. Murray (Author), A Case for Online English Language Teacher Education (pp. 81 - 82). Monterey, CA: The International Research Foundation for English Language Education.
  - Filback, R. (2013, June). Visit to Endupoto Primary School in Tanzania [Photo-essay]. Rossier Show and Tell Blog.
  - Filback, R. (2013). Foreword to M. Jago (author) ESL Shakespeare: 101 Everyday Phrases. Hanover, NH: Smith and Kraus.
  - Filback, R. & Green, A. (2013). New directions for diversity at USC Rossier. Futures in Urban Ed, The Magazine of the USC Rossier School of Education, Fall.
  - Filback, R. (2012). C/U level explores “foreign TA problem,” instruction for diverse student writers. CATESOL News 44 (1). CATESOL Association.
  - Filback, R. (2007). Working together: Offering and asking for help. In C. Hanson Hegger (Ed.), College English Listening and Speaking. Beijing: Peking University Press.
- Michael Genzuk
  - Books
  - Bilingual Methodology Study Guide, editor and co-author. Los Angeles Unified School District Office of Bilingual-ESL Instruction, 1986, reprinted, 1988. Los Angeles, CA.
  - Book Chapters
  - Rueda, R. & Genzuk, M (2001). Sociocultural Scaffolding as a Means Toward Academic Self- Regulation: Paraeducators as Cultural Brokers. In: Denti, L. & Cousin, P.T. (Eds.) New Ways of Looking At Learning Disabilities: Connections to Classroom Practice. Love Publishing Co.
  - Genzuk, M. (in press). Promoting Latino Teacher Development through an Early Induction Model. In Model Programs for the Recruitment of Minorities in Teacher Education: Overcoming the Odds, ed. Editor. Washington, D.C. National Education Association.
  - Genzuk, M. (1999). Tapping Into Community Funds of Knowledge. In: Effective Strategies for English Language Acquisition: Curriculum Guide for the Professional Development of Teachers Grades Kindergarten through Eight (pp. 9-21). Los Angeles: Los Angeles Annenberg Metropolitan Project (LAAMP) / ARCO Foundation.
- Corinne Hyde
  - Ferrario, K., Hyde, C., Martinez, B., & Sundt, M. (2013). An Honest Account of the Humbling Experience of Learning to Teach Online. LEARNing Landscapes, 6 (2), 85-‐‑95.
  - Hyde, C. (2009) The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics (Unpublished doctoral thesis). University of Southern California.
  - In Preparation
    
    Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-‐‑line Learning Community.
  - Hyde, C. (2011) Review of Writing Assessment and the Revolution in Digital Texts and Technologies. Teacher’s College Record.
  - Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-‐‑line Learning Community. Unpublished paper to be presented at the American Educational Research Association Annual Meeting, San Francisco, CA.
  - Hyde, C., Martinez, B., & Ferrario, K. (2011, July) Revamping the Tired Discussion Board. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Hyde, C., Martinez, B., Ferrario, K. (2011, July) How to Effectively and Safely Use Social Media to Enhance Postsecondary Classes. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Martinez, B., Hyde, C., & Ferrario, K. (2011, July) Redesigning a Completely Online, Blended, Masters-‐‑Level Course: a Collaborative Model. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Ferrario, K. & Hyde, C. (2011, July) Understanding Student Participation in a Synchronous Online Learning Community. Unpublished paper presented at the Sloan-‐‑C Emerging Technologies for Online Learning International Symposium.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the PASSHE Virtual Conference, online.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Faculty Experiences with Synchronous Online Instruction. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Hyde, C., Ferrario, K, Crawford, J., & Carbone, P. (2011, February). Engagement in a Synchronous On-‐‑line Learning Community: How Teacher Candidates and Instructors Interact in Whole-‐‑
    
    group and Small-‐‑group Contexts. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Carbone, P., Crawford, J., Ferrario, K., & Hyde, C. (2011, February). Pedagogical-‐‑practices promoting discussion amongst students meeting in online, synchronous classrooms.
    
    Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Sundt, M., Gallagher, K., Filback, R., Martinez, B., & Hyde, C. (2011, February). An exploration of
    
    teacher educators'ʹ views of online learning. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.
  - Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2010, November).
    
    Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the Sloan Consortium International Conference on Online Learning, Orlando, FL.
  - Hyde, C. (2009, January). The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics. Poster presented at the Hawaii International Conference on Education, Honolulu, HI.

All Faculty Publications

Higher Education

K-12 Education Policy

Educational Psychology

Teacher Education

Feedback